{"question": "Which of the following could Gordon's test show?", "choices": ["if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "how steady a parachute with a 1 m vent was at 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nGordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/5/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "New Hampshire", "Rhode Island", "Vermont"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the lichen?", "choices": ["bilberry", "mushroom"], "answer": 1, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/23/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nNo arrow points to the bilberry. So, in this food web, matter does not move from the lichen to the bilberry.", "split": "test"}
{"question": "What is the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece? Choose the most likely ratio.", "choices": ["0:4", "4:0", "2:2", "1:3", "3:1"], "answer": 1, "hint": "This passage describes the fleece type trait in sheep:\nThe fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets.\nIn a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f).\nThis Punnett square shows a cross between two sheep.", "image": "data/scienceqa/images/test/42/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece.\nA woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff.\nAll 4 boxes in the Punnett square have the genotype ff.\nA hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff.\nThere are 0 boxes in the Punnett square with the genotype FF or Ff.\nSo, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a woolly fleece. This cross is expected to never produce offspring with a hairy fleece.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "slippery", "opaque"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/46/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All three objects are opaque.\nA slippery object is hard to hold onto or stand on. The tortoise shell and the basketball are not slippery.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The crown is shiny, but the basketball is not.\nThe property that all three objects have in common is opaque.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/61/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Phoenix", "Baton Rouge", "Honolulu", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/62/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe largest planet is made mainly of ice.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/78/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that Jupiter is the largest planet and that Jupiter is made mainly of gas. So, the largest planet is made mainly of gas.", "split": "test"}
{"question": "Which of the following organisms is the primary consumer in this food web?", "choices": ["copepod", "black crappie", "bacteria"], "answer": 0, "hint": "Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/85/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer.\nThe copepod has an arrow pointing to it from the golden algae. The golden algae is a producer, so the copepod is a primary consumer.\nThe black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer.\nThe bacteria have arrows pointing to them from the copepod and the shiner. Neither the copepod nor the shiner is a producer, so the bacteria are not primary consumers.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/86/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which better describes the Daintree rain forest ecosystem?", "choices": ["It has year-round rain. It also has soil that is poor in nutrients.", "It has cold winters. It also has many different types of organisms."], "answer": 0, "hint": "Figure: Daintree rain forest.\nThe Daintree rain forest is a tropical rain forest ecosystem in northeastern Australia.", "image": "data/scienceqa/images/test/87/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round rain. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "What is the capital of Delaware?", "choices": ["Montpelier", "Trenton", "Dover", "Georgetown"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/92/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Dover is the capital of Delaware.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Maine", "South Carolina", "Kansas", "Delaware"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/95/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.", "split": "test"}
{"question": "What can Greta and Allie trade to each get what they want?", "choices": ["Greta can trade her tomatoes for Allie's sandwich.", "Allie can trade her broccoli for Greta's oranges.", "Allie can trade her almonds for Greta's tomatoes.", "Greta can trade her tomatoes for Allie's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nGreta and Allie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/111/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the labeled part of the images.\nGreta has tomatoes. Allie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Boulder", "Phoenix", "Colorado Springs", "Denver"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/121/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "North America", "South America", "Asia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/140/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Identify the question that Chase's experiment can best answer.", "choices": ["Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?", "Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nChase set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Chase watched cardinals visiting the feeders during the same hour each morning. During his observations, Chase counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.", "image": "data/scienceqa/images/test/156/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which material is this path made of?", "choices": ["plastic", "brick"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/158/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the path.\nThe path is made of bricks.", "split": "test"}
{"question": "Select the bird below.", "choices": ["cane toad", "ostrich"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A robin is an example of a bird.", "image": "data/scienceqa/images/test/161/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "An ostrich is a bird. It has feathers, two wings, and a beak.\nThe ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast.\nA cane toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["blue", "hard", "sticky"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/170/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the soccer shorts and the water slide are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA hard object does not change shape when pressed or squeezed. The water slide is hard, but the toothpaste and the soccer shorts are not.\nThe property that all three objects have in common is blue.", "split": "test"}
{"question": "Which of the following was a dependent variable in this experiment?", "choices": ["the temperature of the heating pad", "the number of days until a seed germinated"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nKenneth wanted to grow cucumbers from seeds. He read that using a heating pad to heat up potting soil could help make seeds germinate, or sprout, faster. Kenneth wondered whether the temperature of the heating pad would affect how quickly the seeds germinated.\nKenneth prepared two potting trays, each made up of ten small pots of soil. He planted one cucumber seed in each small pot and arranged the potting trays near a sunny window. He set an electric heating pad to 75\u00b0F and placed it under one potting tray. He set a second heating pad to 85\u00b0F and placed it under the other potting tray. Kenneth observed the pots daily, and he counted the number of days it took until a seed germinated in each pot.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: germinating plants in a potting tray.", "image": "data/scienceqa/images/test/180/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Detroit", "Jackson", "Biloxi", "Topeka"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/182/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["stretchy", "blue"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/184/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nBlue is a color.\nThis color is blue. The melted marshmallow is not blue.\nA stretchy object gets longer when you pull on it. The melted marshmallow is stretchy.", "split": "test"}
{"question": "Is Rafflesia arnoldii made up of many cells?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Rafflesia arnoldii. It is a member of the plant kingdom.\nRafflesia arnoldii has the largest flowers in the world. A single flower can be three feet wide! R. arnoldii is commonly called a corpse flower because the flower smells like rotting meat.", "image": "data/scienceqa/images/test/198/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Rafflesia arnoldii is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "What is the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit? Choose the most likely ratio.", "choices": ["3:1", "2:2", "1:3", "4:0", "0:4"], "answer": 3, "hint": "In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (F) is dominant over the allele for fuzzy fruit (f).\nThis Punnett square shows a cross between two tomato plants.", "image": "data/scienceqa/images/test/209/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the F allele, which is for smooth fruit, is dominant over the f allele, which is for fuzzy fruit.\nSmooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff.\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\nFuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff.\nThere are 0 boxes in the Punnett square with the genotype ff.\nSo, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit.", "split": "test"}
{"question": "Which of the following could Cooper's test show?", "choices": ["if at least 20% of the park would be shaded by trees in each design", "which design would have the least traffic noise in the concert area", "which design would have the greatest distance between the concert area and the road"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCooper was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Cooper thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.", "image": "data/scienceqa/images/test/234/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/237/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["Hartford", "Annapolis", "New Haven", "Dover"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/271/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Atlantic Ocean", "the Pacific Ocean", "the Southern Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/282/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Indian Ocean.", "split": "test"}
{"question": "Which statement describes the Yasuni National Park ecosystem?", "choices": ["It has mostly small plants.", "It has many different types of organisms.", "It has soil that is rich in nutrients."], "answer": 1, "hint": "Figure: Yasuni National Park.\nThe Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.", "image": "data/scienceqa/images/test/286/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["fragile", "bouncy", "yellow"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/288/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nYellow is a color.\nThis color is yellow. None of the objects are yellow.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is fragile.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["carbon tetrachloride", "acetaldehyde", "bromine"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/293/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Select the organism in the same species as the pink-backed pelican.", "choices": ["Balearica pavonina", "Tyto alba", "Pelecanus rufescens"], "answer": 2, "hint": "This organism is a pink-backed pelican. Its scientific name is Pelecanus rufescens.", "image": "data/scienceqa/images/test/301/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A pink-backed pelican's scientific name is Pelecanus rufescens.\nPelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species.\nBalearica pavonina does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Balearica pavonina are not in the same species.\nTyto alba does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Tyto alba are not in the same species.", "split": "test"}
{"question": "What is the capital of North Dakota?", "choices": ["Des Moines", "Bismarck", "Madison", "Fargo"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/305/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Bismarck is the capital of North Dakota.", "split": "test"}
{"question": "Identify the question that Jeremiah's experiment can best answer.", "choices": ["Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?", "Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeremiah set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Jeremiah watched cardinals visiting the feeders during the same hour each morning. During his observations, Jeremiah counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.", "image": "data/scienceqa/images/test/324/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Cambridge", "Plymouth", "Boston", "Dover"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/330/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["short-tailed weasel", "common hawk-cuckoo"], "answer": 0, "hint": "Arctic wolves live in the Canadian Arctic and Greenland. The  is adapted to be camouflaged in the snow.\nFigure: Arctic wolf.", "image": "data/scienceqa/images/test/332/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Arctic wolf.\nThis Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "Select the organism in the same genus as the Goliath heron.", "choices": ["Falco sparverius", "Ardea herodias", "Tigrisoma mexicanum"], "answer": 1, "hint": "This organism is a Goliath heron. Its scientific name is Ardea goliath.", "image": "data/scienceqa/images/test/337/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea goliath are in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Ardea goliath are not in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea goliath are not in the same genus.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Barbados", "the Dominican Republic", "Saint Lucia", "Saint Vincent and the Grenadines"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/338/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Lucia.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/342/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Can Fromia monilis cells make their own food?", "choices": ["yes", "no"], "answer": 1, "hint": "This organism is Fromia monilis. It is a member of the animal kingdom.\nFromia monilis is commonly called a tile sea star. Did you notice that this tile sea star is missing one of its arms? If a tile sea star loses an arm, it can regrow the arm over time. This ability is called regeneration.", "image": "data/scienceqa/images/test/366/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Fromia monilis is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Tambor Beach, Costa Rica.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/374/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nTambor Beach is located in Costa Rica, a country in Central America. A temperature of 84\u00b0F was measured at Tambor Beach on Friday.\nThe underlined part of the passage tells you about the temperature at Tambor Beach on Friday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Vanuatu", "Tonga", "the Marshall Islands", "Nauru"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/387/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Which rhetorical appeal is primarily used in this ad?", "choices": ["logos (reason)", "pathos (emotion)", "ethos (character)"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/389/image.png", "task": "closed choice", "grade": "grade12", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to pathos, or emotion, by evoking feelings of parental love and concern.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged among dead leaves?", "choices": ["strawberry poison frog", "Surinam horned frog"], "answer": 1, "hint": "Orange oakleaf butterflies live in the forests of Asia. This butterfly is adapted to be camouflaged among dead leaves.\nFigure: orange oakleaf butterfly.", "image": "data/scienceqa/images/test/402/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the orange oakleaf butterfly.\nThe orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Surinam horned frog has orange-and-brown skin. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThe strawberry poison frog has brightly colored skin. It is not adapted to be camouflaged among dead leaves.", "split": "test"}
{"question": "Identify the question that Helen's experiment can best answer.", "choices": ["Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?", "Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHelen prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Helen soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Helen scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/406/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/427/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Olympia", "Burlington", "Seattle", "Spokane"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/445/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/470/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["comet moth", "Argema mittrei"], "answer": 1, "hint": "This organism is a comet moth. It is also called Argema mittrei.", "image": "data/scienceqa/images/test/509/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Argema mittrei is written in italics. The first word is capitalized, and the second word is not.\nSo, Argema mittrei is the scientific name.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["smooth", "stretchy", "fuzzy"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/515/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nThe property that all three objects have in common is smooth.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "Africa", "Asia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/517/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Florida", "Illinois", "Ohio", "New Hampshire"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/519/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/522/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["kookaburra", "Eurasian spoonbill"], "answer": 1, "hint": "Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: flamingo.", "image": "data/scienceqa/images/test/536/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian spoonbill has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch.", "split": "test"}
{"question": "Which rock is more likely to form from sediment deposited in a desert?", "choices": ["Sandstone forms from layers of sand.", "Shale forms from layers of mud."], "answer": 0, "hint": "This picture shows a desert in Asia. A desert is an environment that does not get much rain or snow.", "image": "data/scienceqa/images/test/541/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "How do sedimentary rocks form?", "lecture": "Material that is carried by wind, water, or ice is called sediment. Sand and mud are examples of sediment. Sediment may be deposited, or laid down, in places such as deserts and the ocean floor.\nOver time, sediment can be pressed together to form sedimentary rock. You can observe a sedimentary rock to learn about the environment in which the sediment was deposited.\nEach type of sediment forms a different sedimentary rock. Here are some examples of sedimentary rocks:\nSandstone forms from sand. Sand is usually deposited by wind in deserts and by water on beaches.\nShale and mudstone form from mud. Mud is often deposited at the bottom of oceans and deep lakes.\nLimestone forms from sediment made mostly of the shells of marine organisms. This type of sediment is often deposited in the ocean near coral reefs.\nConglomerate forms from sediment of many different sizes, such as mud, sand, pebbles, and boulders. This type of sediment is usually carried by glaciers and fast-flowing rivers. The sediment can be deposited when a glacier melts or a river starts moving more slowly.", "solution": "Sandstone is likely to form from sediment deposited in a desert.\nShale forms from layers of mud. Mud is usually deposited by water. Since deserts are dry environments, mud is rarely found in deserts.", "split": "test"}
{"question": "As Rusty pulls on the toy, what is the direction of the opposing force?", "choices": ["away from Coco", "toward Coco"], "answer": 1, "hint": "The text below describes a pair of opposing forces. Opposing forces act on an object in opposite directions. Read the text. Then answer the question below.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.", "image": "data/scienceqa/images/test/576/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "How do balanced and unbalanced forces affect motion?", "lecture": "A force is a push or a pull that acts on an object. Each force acts on an object in a certain direction. If two forces act on an object in opposite directions, they are called opposing forces.", "solution": "Find the direction Rusty pulls on the toy.\nTwo dogs, Rusty and Coco, play with a toy. Think about two of the forces that act on the toy:\nCoco pulls toward herself.\nRusty pulls away from Coco.\nThe text tells you that Rusty pulls away from Coco. The opposite direction is toward Coco. So, the direction of the opposing force is toward Coco.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Portland", "Bismarck", "Honolulu", "Juneau"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/577/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Santa Fe", "Lansing", "Olympia", "Seattle"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/584/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "What is the probability that an American curl cat produced by this cross will be homozygous dominant for the ear type gene?", "choices": ["0/4", "2/4", "4/4", "3/4", "1/4"], "answer": 2, "hint": "In a group of American curl cats, some individuals have curled ears and others have straight ears. In this group, the gene for the ear type trait has two alleles. The allele for curled ears (E) is dominant over the allele for straight ears (e).\nThis Punnett square shows a cross between two American curl cats.", "image": "data/scienceqa/images/test/600/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4", "solution": "", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["Boise", "Oklahoma City", "Little Rock", "Birmingham"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/603/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "Identify the question that Jaden and Ron's experiment can best answer.", "choices": ["Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?", "Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJaden placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45\u00b0 angle, and launched the ball. Then, Jaden launched another ping pong ball, this time pulling the catapult's arm back to a 30\u00b0 angle. With each launch, his friend Ron measured the distance between the catapult and the place where the ball hit the ground. Jaden and Ron repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45\u00b0 angle to the distances the balls traveled when launched from a 30\u00b0 angle.\nFigure: a catapult for launching ping pong balls.", "image": "data/scienceqa/images/test/605/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Complete the statement.\nHydrogen is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents a molecule of hydrogen. Hydrogen gas was once used to make large airships, such as blimps, float. It is no longer used in airships because it catches fire easily.", "image": "data/scienceqa/images/test/627/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if hydrogen is an elementary substance or a compound.\nIn this model, both balls are labeled with H. So, the model shows you that hydrogen is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, hydrogen is an elementary substance.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "South Carolina", "West Virginia", "Rhode Island"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/632/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is South Carolina.", "split": "test"}
{"question": "What is the capital of Kansas?", "choices": ["Des Moines", "Wichita", "Topeka", "Lincoln"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/640/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Topeka is the capital of Kansas.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "Africa", "Asia", "South America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/645/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Identify the question that Linda and Bob's experiment can best answer.", "choices": ["Does Linda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?", "Does Linda's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLinda applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bob timed each ride. Linda and Bob calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.", "image": "data/scienceqa/images/test/667/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Sacramento", "Las Vegas", "Carson City", "Jefferson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/670/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maine", "Maryland", "New Hampshire", "North Carolina"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/674/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Albuquerque", "Santa Fe", "Honolulu", "Boston"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/686/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Asia", "South America", "Australia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/691/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/693/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which animal's limbs are also adapted for climbing trees?", "choices": ["three-toed sloth", "sea turtle"], "answer": 0, "hint": "Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.", "image": "data/scienceqa/images/test/730/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe three-toed sloth has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe sea turtle has flippers. Its limbs are not adapted for climbing trees. The sea turtle uses its flippers to swim underwater.", "split": "test"}
{"question": "Which type of relationship is formed when a rat tapeworm attaches itself to a rat's intestine?", "choices": ["parasitic", "mutualistic", "commensal"], "answer": 0, "hint": "Read the passage. Then answer the question.\n\nA rat tapeworm is a type of flatworm that can live inside a rat's body. When a rat eats an insect that has a tapeworm inside it, the insect is digested, but the tapeworm remains alive.\nThe tapeworm is moved into the rat's intestines and uses suckers to attach itself to the intestine wall. Inside the rat's intestine, the tapeworm absorbs nutrients from food that the rat has eaten. If the rat has many tapeworms in its intestines, it will become weak from lack of nutrients.\nFigure: a tapeworm attached to the wall of an intestine.", "image": "data/scienceqa/images/test/734/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Classify symbiotic relationships", "lecture": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)", "solution": "When a rat tapeworm attaches itself to a rat's intestine, the tapeworm gets nutrients that it needs to grow and survive. So, the tapeworm benefits from its relationship with the rat.\nThe rat loses nutrients from its food to the tapeworm. So, the rat is harmed by its relationship with the tapeworm.\nSince the tapeworm benefits and the rat is harmed, a parasitic relationship is formed when a rat tapeworm attaches itself to the intestine of a rat.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["San Francisco", "Sacramento", "Jefferson City", "Lansing"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/741/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["salty", "scratchy", "sticky"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/751/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. The honey and the chocolate milkshake are not salty.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nThe property that all three objects have in common is sticky.", "split": "test"}
{"question": "Based on the arrows, which of the following living things is a decomposer?", "choices": ["kelp", "bat star"], "answer": 1, "hint": "Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.", "image": "data/scienceqa/images/test/752/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.", "solution": "Decomposers help break down dead living things into simpler matter, such as nutrients. These nutrients can then help plants and other living things grow. In a food web, there is an arrow pointing from another living thing to a decomposer. There are no arrows pointing from a decomposer to another living thing.\nThe kelp has an arrow pointing from it. So, the kelp is not a decomposer.\nThe bat star does not have arrows pointing from it to other living things. So, the bat star is a decomposer.", "split": "test"}
{"question": "Is marble a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 0, "hint": "Marble has the following properties:\nnaturally occurring\nno fixed crystal structure\nsolid\ndissolves in acid\nnot made by organisms\nmade mostly of calcite", "image": "data/scienceqa/images/test/754/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "The properties of marble match the properties of a rock. So, marble is a rock.", "split": "test"}
{"question": "Complete the statement.\nEthane is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of ethane. Ethane is used to make plastic bags.", "image": "data/scienceqa/images/test/763/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if ethane is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon or H for hydrogen. So, the model shows you that ethane is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, ethane is a compound.", "split": "test"}
{"question": "What is the capital of Rhode Island?", "choices": ["Fayetteville", "Huntington", "Providence", "Newport"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/781/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Providence is the capital of Rhode Island.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["Gavia immer", "common loon"], "answer": 0, "hint": "This organism is a common loon. It is also called Gavia immer.", "image": "data/scienceqa/images/test/785/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Gavia immer is written in italics. The first word is capitalized, and the second word is not.\nSo, Gavia immer is the scientific name.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Missouri", "Florida", "Montana", "Oregon"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/788/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Oregon is farthest west.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["slippery", "transparent", "yellow"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/827/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nA slippery object is hard to hold onto or stand on. The rubber toys and the gold nugget are not slippery.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is yellow.", "split": "test"}
{"question": "Which statement describes the Cape Breton Highlands National Park ecosystem?", "choices": ["It has soil that is rich in nutrients.", "It has many evergreen trees."], "answer": 1, "hint": "Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada. It is mostly covered with taiga forests that are home to moose, bears, bald eagles, and other organisms.", "image": "data/scienceqa/images/test/828/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Cape Breton Highlands National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. It has many evergreen trees. The following statement does not describe Cape Breton Highlands National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is rich in nutrients.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the lichen?", "choices": ["mushroom", "short-tailed weasel", "brown lemming", "rough-legged hawk", "bilberry"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/841/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe bilberry does not have any arrows pointing to it. So, in this food web, matter does not move from the lichen to the bilberry.There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the brown lemming.. short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the short-tailed weasel.. rough-legged hawk. The only arrow pointing to the rough-legged hawk starts from the parasitic jaeger. The only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the rough-legged hawk..", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/843/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Hampshire", "Vermont", "New York", "Delaware"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/849/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Which bird's beak is also adapted to catch insects?", "choices": ["barn swallow", "hanging parrot"], "answer": 0, "hint": "Common nighthawks eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common nighthawk.", "image": "data/scienceqa/images/test/865/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the common nighthawk.\nA short, thin beak is light and easy to move. The common nighthawk uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/879/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["Columbia", "Bridgeport", "New Haven", "Hartford"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/880/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Wilmington", "Reno", "Cleveland", "Columbus"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/886/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Is dolerite a mineral or a rock?", "choices": ["mineral", "rock"], "answer": 1, "hint": "Dolerite has the following properties:\nfound in nature\nnot made by organisms\ncoarse-grained texture\nsolid\nno fixed crystal structure\nnot a pure substance", "image": "data/scienceqa/images/test/898/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "The properties of dolerite match the properties of a rock. So, dolerite is a rock.", "split": "test"}
{"question": "What evidence of a wildfire does this picture show?", "choices": ["The grass is brown and dry.", "Some of the grass on the ground is burning."], "answer": 1, "hint": "This picture was taken during a wildfire. A wildfire happens when a natural area catches fire and burns.", "image": "data/scienceqa/images/test/900/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "earth-science", "category": "Earth events", "skill": "Find evidence of changes to Earth's surface", "lecture": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n", "solution": "", "split": "test"}
{"question": "What can Austen and Naomi trade to each get what they want?", "choices": ["Naomi can trade her broccoli for Austen's oranges.", "Austen can trade his tomatoes for Naomi's broccoli.", "Austen can trade his tomatoes for Naomi's sandwich.", "Naomi can trade her almonds for Austen's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nAusten and Naomi open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/918/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Austen wanted broccoli in his lunch and Naomi was hoping for tomatoes. Look at the labeled part of the images.\nAusten has tomatoes. Naomi has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/926/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Based on the arrows, which of the following organisms is a consumer?", "choices": ["mushroom", "lichen"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/945/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.\nThe mushroom has arrows pointing to it from the barren-ground caribou and the grizzly bear. So, the mushroom is a consumer.\nThe lichen does not have any arrows pointing to it. So, the lichen is a producer, not a consumer.", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/952/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.", "split": "test"}
{"question": "Identify the question that Robert's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRobert put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Robert checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/964/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Canary Islands.\nIt was partly cloudy in the Canary Islands last Tuesday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/993/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nIt was partly cloudy in the Canary Islands last Tuesday.\nThis passage tells you about the cloud cover over the Canary Islands last Tuesday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Trinidad and Tobago", "Cuba", "the Dominican Republic"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1002/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/1009/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/1014/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Pennsylvania", "Vermont", "Tennessee", "Michigan"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1029/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Hilo", "Carson City", "Honolulu", "Juneau"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1041/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "In this food chain, the yucca moth is a consumer. Why?", "choices": ["It makes its own food.", "It eats another living thing."], "answer": 1, "hint": "This diagram shows a food chain from a desert ecosystem in Southern California.", "image": "data/scienceqa/images/test/1043/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.", "solution": "In this food chain, the yucca moth is a consumer because it eats another living thing. The yucca moth in this food chain eats the Mojave yucca.", "split": "test"}
{"question": "What is the capital of Kentucky?", "choices": ["Lexington", "Frankfort", "Anchorage", "Baton Rouge"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1049/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Frankfort is the capital of Kentucky.", "split": "test"}
{"question": "Can Polytrichum commune cells make their own food?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Polytrichum commune. It is a member of the plant kingdom.\nPolytrichum commune is also called the common haircap moss. This plant gets its common name from its brown, cap-like structures. Those structures contain spores. After the spores are released, they can settle on the ground and grow into new mosses.", "image": "data/scienceqa/images/test/1050/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Polytrichum commune is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["brown tree frog", "woodpecker"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.", "image": "data/scienceqa/images/test/1064/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.", "split": "test"}
{"question": "Complete the statement.\nBeryllium is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents beryllium. ryllium is a strong, lightweight metal used to make mirrors for space telescopes.", "image": "data/scienceqa/images/test/1123/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.", "solution": "Use the model to determine whether beryllium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that light green represents the chemical element with the atomic symbol Be. So, the model shows you that beryllium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that beryllium is composed of only one chemical element. So, beryllium is an elementary substance.", "split": "test"}
{"question": "Which of the following could Edwin's test show?", "choices": ["how much athletes would sweat in the fabric", "if the sample fabric would absorb one drop of water in less than one second", "how long it would take the sample fabric to dry after it absorbed one drop of water"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nEdwin, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Edwin thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.", "image": "data/scienceqa/images/test/1135/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/1139/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Dover", "Boston", "Salem", "Augusta"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1165/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "What is the Morelet's crocodile's scientific name?", "choices": ["Crocodylus moreletii", "Crocodylus anthropophagus"], "answer": 0, "hint": "The Morelet's crocodile lives in South America. Its scientific name refers to P. M. A. Morelet, the French naturalist who first identified the crocodile in 1850. A naturalist is a scientist who observes and studies organisms in their environments.", "image": "data/scienceqa/images/test/1203/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Origins of scientific names", "lecture": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.", "solution": "This organism's scientific name refers to P. M. A. Morelet.\nThe word moreletii refers to P. M. A. Morelet. So, the Morelet's crocodile's scientific name is Crocodylus moreletii.", "split": "test"}
{"question": "Which material is this flower vase made of?", "choices": ["silk", "glass"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1208/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the flower vase.\nThe flower vase is made of glass.\nGlass is a clear, breakable material. If you knock over a glass flower vase, it might break.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/1222/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What is the capital of Kansas?", "choices": ["Wichita", "Pierre", "Springfield", "Topeka"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1223/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Topeka is the capital of Kansas.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["translucent", "opaque", "fragile"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/1224/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. None of the objects are translucent.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nAn opaque object does not let light through. All three objects are opaque.\nThe property that all three objects have in common is opaque.", "split": "test"}
{"question": "What can Turner and Mona trade to each get what they want?", "choices": ["Turner can trade his tomatoes for Mona's broccoli.", "Turner can trade his tomatoes for Mona's carrots.", "Mona can trade her broccoli for Turner's oranges.", "Mona can trade her almonds for Turner's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTurner and Mona open their lunch boxes in the school cafeteria. Neither Turner nor Mona got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTurner's lunch Mona's lunch", "image": "data/scienceqa/images/test/1226/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nTurner wants broccoli. Mona wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["stretchy", "transparent"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/1228/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The fish bowl is transparent.\nA stretchy object gets longer when you pull on it. The fish bowl is not stretchy.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tuvalu", "Australia", "New Zealand", "Papua New Guinea"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1231/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/1232/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: Blue Nile Falls.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/1244/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nBlue Nile Falls is in Ethiopia. The winds in this part of Africa usually blow from the southeast.\nThe underlined part of the passage tells you about the usual wind patterns at Blue Nile Falls. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "Which material is this egg carton made of?", "choices": ["wood", "styrofoam"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1247/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the egg carton.\nThe egg carton is made of styrofoam.\nNot all egg cartons are made of styrofoam. Some egg cartons are made of soft, gray cardboard.", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Tampa", "Little Rock", "Laramie", "Tallahassee"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1251/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "Identify the question that Kira's experiment can best answer.", "choices": ["Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?", "Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKira prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kira soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Kira scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/1253/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Federated States of Micronesia", "New Zealand", "Tuvalu", "Tonga"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1259/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Tuvalu.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "fuzzy", "blue"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/1269/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nThe property that all three objects have in common is shiny.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "Virginia", "Washington, D.C.", "Rhode Island"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1281/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Nebraska", "Louisiana", "Idaho", "Arizona"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1289/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Louisiana is farthest east.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["The Bahamas", "Cuba", "Jamaica", "Haiti"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1301/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year.", "split": "test"}
{"question": "Which month is the hottest on average in Rome?", "choices": ["December, January, and February", "July and August", "March and April"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/1304/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.", "solution": "To describe the average temperature trends in Rome, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in July and August are around 23\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New York", "Rhode Island", "North Carolina", "New Jersey"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1309/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "Which animal's mouth is also adapted to tear through meat?", "choices": ["tiger", "marmot"], "answer": 0, "hint": "Cougars are carnivores, or meat eaters. They eat mammals such as deer and rabbits. The 's mouth is adapted to tear through meat.\nFigure: cougar.", "image": "data/scienceqa/images/test/1315/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the cougar.\nThe cougar has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The cougar uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe tiger has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe marmot has large front teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The marmot uses its mouth to gnaw on plant matter.", "split": "test"}
{"question": "Is the water in a sink a solid or a liquid?", "choices": ["a liquid", "a solid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1326/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "The water in a sink is a liquid. A liquid takes the shape of any container it is in.\nIf you move the water from a sink into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Juneau", "Augusta", "Annapolis", "Providence"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1359/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Palau", "Nauru", "the Federated States of Micronesia", "New Zealand"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1382/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Palau.", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Helena", "Albany", "Salt Lake City", "Provo"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1387/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "What is the capital of New Jersey?", "choices": ["Newark", "Montpelier", "Jersey City", "Trenton"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1389/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Trenton is the capital of New Jersey.", "split": "test"}
{"question": "Which of the following organisms is the decomposer in this food web?", "choices": ["green algae", "water mold", "golden algae"], "answer": 1, "hint": "Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/1392/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe water mold does not have arrows pointing from it to other organisms. So, the water mold is a decomposer.\nThe bacteria do not have arrows pointing from them to other organisms. So, the bacteria are decomposers.\nThe green algae has arrows pointing from it. So, the green algae is not a decomposer.\nThe golden algae has an arrow pointing from it. So, the golden algae is not a decomposer.", "split": "test"}
{"question": "Select the organism in the same genus as the North American beaver.", "choices": ["Goura scheepmakeri", "Castor fiber", "Cervus canadensis"], "answer": 1, "hint": "This organism is a North American beaver. Its scientific name is Castor canadensis.", "image": "data/scienceqa/images/test/1400/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nCervus canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Cervus canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Cervus canadensis is in the genus Cervus, and Castor canadensis is in the genus Castor.\nCastor fiber is in the genus Castor. The first word of its scientific name is Castor. So, Castor fiber and Castor canadensis are in the same genus.\nGoura scheepmakeri is in the genus Goura. The first word of its scientific name is Goura. So, Goura scheepmakeri and Castor canadensis are not in the same genus.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["Arctic hare", "camel"], "answer": 0, "hint": "Polar bears live in and around the cold Arctic Ocean. The  is adapted to be camouflaged in the snow.\nFigure: polar bear.", "image": "data/scienceqa/images/test/1412/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the polar bear.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic hare has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Atlantic Ocean", "the Pacific Ocean", "the Southern Ocean"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1431/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Which type of relationship is formed when a bristle worm lives on a white sea urchin?", "choices": ["mutualistic", "commensal", "parasitic"], "answer": 1, "hint": "Read the passage. Then answer the question.\n\nWhite sea urchins live in tropical oceans. Sea urchins are covered with hard, sharp spines. These spear-like spines protect the sea urchin from predators, such as fish. Sometimes a small worm, called a bristle worm, also uses the spines for protection.\nThe worm lives on the sea urchin, between the spines. To attack a worm on the sea urchin's body, a fish would have to get past the spines. When the worm lives on the sea urchin, the worm does not change the sea urchin's ability to survive.\nFigure: a white sea urchin in the ocean.", "image": "data/scienceqa/images/test/1454/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Classify symbiotic relationships", "lecture": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)", "solution": "When a bristle worm lives on a white sea urchin, the worm is protected from predators by the sea urchin's sharp spines. So, the worm benefits from its relationship with the sea urchin.\nThe sea urchin's ability to survive does not change when a worm lives on it. So, the sea urchin is not significantly affected by its relationship with the worm.\nSince the worm benefits and the sea urchin is not significantly affected, a commensal relationship is formed when a bristle worm lives on a white sea urchin.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["rough", "yellow", "sticky"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/1503/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The rain boots and the rubber duck are not rough.\nA sticky object can attach or stick to other things. The rain boots and the rubber duck are not sticky.\nYellow is a color.\nThis color is yellow. All three objects are yellow.\nThe property that all three objects have in common is yellow.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Georgia", "Delaware", "North Dakota", "Colorado"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1515/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Delaware is farthest east.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["Carcharodon carcharias", "great white shark"], "answer": 0, "hint": "This organism is a great white shark. It is also called Carcharodon carcharias.", "image": "data/scienceqa/images/test/1518/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not.\nSo, Carcharodon carcharias is the scientific name.", "split": "test"}
{"question": "Which month is the wettest on average in Christchurch?", "choices": ["August", "April", "May"], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/1526/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/1551/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Pacific Ocean", "the Atlantic Ocean", "the Indian Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1558/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Olympia", "Denver", "Carson City", "Louisville"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1569/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Australia", "the Marshall Islands", "New Zealand", "Papua New Guinea"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1582/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Missouri", "Michigan", "Maine", "Oregon"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1586/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Missouri is farthest south.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Miami", "Atlanta", "Nashville", "Oklahoma City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1590/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Southeast", "lecture": "", "solution": "The city is Atlanta, Georgia. Oklahoma City, Nashville, and Miami are marked with gray circles on the map below.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the bat star?", "choices": ["sea cucumber", "sea otter", "phytoplankton"], "answer": 2, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/1628/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the bat star.There are four paths matter can take from the phytoplankton to the bat star: phytoplankton->zooplankton->kelp bass->bat star. phytoplankton->zooplankton->plainfin midshipman->kelp bass->bat star. phytoplankton->zooplankton->black rockfish->kelp bass->bat star. phytoplankton->plainfin midshipman->kelp bass->bat star. There are three paths matter can take from the zooplankton to the bat star: zooplankton->kelp bass->bat star. zooplankton->plainfin midshipman->kelp bass->bat star. zooplankton->black rockfish->kelp bass->bat star. sea otter. The only arrow pointing from the sea otter leads to the orca. The only arrow pointing from the orca leads to the sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea otter to the bat star.. sea cucumber. No arrows point from the sea cucumber to any other organisms. So, in this food web, matter does not move from the sea cucumber to the bat star..", "split": "test"}
{"question": "Identify the question that Dakota's experiment can best answer.", "choices": ["Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?", "Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nDakota planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Dakota added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Dakota counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.", "image": "data/scienceqa/images/test/1633/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Sacramento", "Reno", "Los Angeles", "San Francisco"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1640/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Africa", "South America", "Europe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1669/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Oceans and continents\t", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Identify the question that Harry's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHarry put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Harry checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/1672/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nOf the four smallest planets, two are made mainly of gas.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/1674/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "To decide which four planets are the smallest, look at the volumes and compare the exponents. The volumes of Mercury, Venus, Earth, and Mars have the smallest exponents. So, these four planets are the smallest.\nThese four planets are made mainly of rock. So, of the four smallest planets, none are made mainly of gas.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Denver", "Concord", "Columbia", "Charlotte"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1696/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/1702/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the expected ratio of offspring with a normal-sized body to offspring with a dwarf body? Choose the most likely ratio.", "choices": ["1:3", "4:0", "0:4", "2:2", "3:1"], "answer": 1, "hint": "In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).\nThis Punnett square shows a cross between two rats.", "image": "data/scienceqa/images/test/1714/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with a normal-sized body or a dwarf body, consider whether each phenotype is the dominant or recessive allele's version of the body size trait. The question tells you that the b allele, which is for a dwarf body, is recessive to the B allele, which is for a normal-sized body.\nA normal-sized body is the dominant allele's version of the body size trait. A rat with the dominant version of the body size trait must have at least one dominant allele for the body size gene. So, offspring with a normal-sized body must have the genotype BB or Bb.\nAll 4 boxes in the Punnett square have the genotype BB or Bb.\nA dwarf body is the recessive allele's version of the body size trait. A rat with the recessive version of the body size trait must have only recessive alleles for the body size gene. So, offspring with a dwarf body must have the genotype bb.\nThere are 0 boxes in the Punnett square with the genotype bb.\nSo, the expected ratio of offspring with a normal-sized body to offspring with a dwarf body is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a normal-sized body. This cross is expected to never produce offspring with a dwarf body.", "split": "test"}
{"question": "Select the fish below.", "choices": ["water buffalo", "poison dart frog", "great white shark", "penguin"], "answer": 2, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA Banggai cardinalfish is an example of a fish.", "image": "data/scienceqa/images/test/1719/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.", "split": "test"}
{"question": "What can Clara and Harry trade to each get what they want?", "choices": ["Harry can trade his almonds for Clara's tomatoes.", "Clara can trade her tomatoes for Harry's carrots.", "Harry can trade his broccoli for Clara's oranges.", "Clara can trade her tomatoes for Harry's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClara and Harry open their lunch boxes in the school cafeteria. Neither Clara nor Harry got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClara's lunch Harry's lunch", "image": "data/scienceqa/images/test/1752/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nClara wants broccoli. Harry wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["sour", "stretchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/1760/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. Both objects are sour.\nA stretchy object gets longer when you pull on it. Neither of the objects are stretchy.\nThe property that both objects have in common is sour.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["North Carolina", "Mississippi", "New York", "Massachusetts"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/1762/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Virginia", "Georgia", "New Hampshire"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1765/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Which of the following could Charlotte's test show?", "choices": ["if the blade guards would break in a crash", "if adding the blade guards made the drone fly poorly", "how much the drone weighed with the blade guards"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCharlotte was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Charlotte wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Charlotte put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/1774/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/1779/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/1803/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of the following organisms is the omnivore in this food web?", "choices": ["black racer", "gray fox", "silver maple", "black bear"], "answer": 3, "hint": "Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/1816/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe black bear has an arrow pointing to it from the persimmon tree, which is a producer. The black bear also has arrows pointing to it from the swallowtail caterpillar and the beaver, which are consumers. The black bear eats a producer and consumers, so it is an omnivore.\nThe gray fox has two arrows pointing to it. These arrows start from the swallowtail caterpillar and the pine vole, which are both consumers.  So, the gray fox is a consumer but not an omnivore.\nThe pine vole has an arrow pointing to it from the persimmon tree, which is a producer. The pine vole also has an arrow pointing to it from the swallowtail caterpillar, which is a consumer. The pine vole eats a producer and a consumer, so it is an omnivore.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is not an omnivore.\nThe black racer has only one arrow pointing to it. This arrow starts from the pine vole, which is a consumer. So, the black racer is a consumer but not an omnivore.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["opaque", "fragile", "smooth"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/1857/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile, but the rock and the binder are not.\nA smooth object is not scratchy or rough. The ceramic mug is smooth, but the rock are not.\nThe property that all four objects have in common is opaque.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/1874/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What can Reid and Daniel trade to each get what they want?", "choices": ["Reid can trade his tomatoes for Daniel's carrots.", "Daniel can trade his broccoli for Reid's oranges.", "Reid can trade his tomatoes for Daniel's broccoli.", "Daniel can trade his almonds for Reid's tomatoes."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nReid and Daniel open their lunch boxes in the school cafeteria. Neither Reid nor Daniel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nReid's lunch Daniel's lunch", "image": "data/scienceqa/images/test/1879/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nReid wants broccoli. Daniel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["flexible", "fragile"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/1883/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The ceramic mug is fragile.\nA flexible object can be folded or bent without breaking easily. The ceramic mug is not flexible.", "split": "test"}
{"question": "Identify the question that Jeanette's experiment can best answer.", "choices": ["Do circuits that include iron produce dimmer light than circuits that include copper?", "Can light bulbs stay lit longer when circuits include copper or when circuits include iron?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJeanette built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Jeanette observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Jeanette built three more of the same type of circuit. She repeated the tests with each circuit. Jeanette recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.", "image": "data/scienceqa/images/test/1914/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["sour", "blue"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/1916/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nA lemon has a sour taste. Both objects are sour.\nThe property that both objects have in common is sour.", "split": "test"}
{"question": "Identify the question that Wanda and Ernest's experiment can best answer.", "choices": ["Does Wanda's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?", "Does Wanda's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nWanda applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Ernest timed each ride. Wanda and Ernest calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.", "image": "data/scienceqa/images/test/1926/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["away from the sled dog team", "toward the sled dog team"], "answer": 1, "hint": "A sled dog team moves a sled across the snow. The team uses a force to pull the sled forward.", "image": "data/scienceqa/images/test/1936/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The dogs pull the sled. The direction of the pull is toward the sled dog team.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Ohio", "South Dakota", "Nebraska", "Indiana"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1940/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is Indiana.", "split": "test"}
{"question": "Complete the sentence.\nChristianity and () originated in the same region of the world.", "choices": ["Buddhism", "Judaism", "Yoruba", "Hinduism"], "answer": 1, "hint": "The following map shows where several major world religions originated, or began. Look at the map. Then complete the sentence below.", "image": "data/scienceqa/images/test/1950/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "world-history", "category": "World religions", "skill": "Origins of Christianity", "lecture": "", "solution": "Look at the map.\nThe markers representing Christianity and Judaism are close together, so they originated in the same region of the world. Both religions started in the Middle East. In fact, Christianity actually started as a form of Judaism!\nThe other choices are not correct. Hinduism and Buddhism originated in present-day India, and Yoruba is an African religion that started near present-day Nigeria.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "Europe", "Australia", "South America"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1951/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which bird's beak is also adapted to crack large, hard nuts?", "choices": ["African gray parrot", "white-tipped sicklebill"], "answer": 0, "hint": "Scarlet macaws live in the forests of Central and South America. They eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.\nFigure: scarlet macaw.", "image": "data/scienceqa/images/test/1952/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the scarlet macaw.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe African gray parrot has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe white-tipped sicklebill has a long, thin, curved beak. Its beak is not adapted to crack large, hard nuts. The white-tipped sicklebill uses its beak to drink nectar out of long flowers.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/1955/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "New York", "Illinois", "Connecticut"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/1974/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "What is the capital of New Jersey?", "choices": ["Augusta", "Montpelier", "Newark", "Trenton"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/1976/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Trenton is the capital of New Jersey.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Albuquerque", "Santa Fe", "Carson City", "Lexington"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/1979/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "Which trait did Palaeopython have? Select the trait you can observe on the fossil.", "choices": ["black stripes on its skin", "large fins on its body", "a long, thin body"], "answer": 2, "hint": "This picture shows a fossil of an ancient animal called Palaeopython. Palaeopython lived in trees and could grow more than six feet long.", "image": "data/scienceqa/images/test/2005/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Is sphalerite a mineral?", "choices": ["no", "yes"], "answer": 1, "hint": "Sphalerite has the following properties:\nnot made by living things\nsolid\npure substance\nfound in nature\nfixed crystal structure", "image": "data/scienceqa/images/test/2007/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Sphalerite has all the properties of a mineral. So, sphalerite is a mineral.", "split": "test"}
{"question": "Select the organism in the same species as the Eurasian beaver.", "choices": ["Castor fiber", "Ovis canadensis", "Lontra canadensis"], "answer": 0, "hint": "This organism is a Eurasian beaver. Its scientific name is Castor fiber.", "image": "data/scienceqa/images/test/2015/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Eurasian beaver's scientific name is Castor fiber.\nOvis canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Ovis canadensis are not in the same species.\nLontra canadensis does not have the same scientific name as a Eurasian beaver. So, Castor fiber and Lontra canadensis are not in the same species.\nCastor fiber has the same scientific name as a Eurasian beaver. So, these organisms are in the same species.", "split": "test"}
{"question": "Select the organism in the same species as the snowy owl.", "choices": ["Bubo scandiacus", "Ardea herodias", "Pelecanus erythrorhynchos"], "answer": 0, "hint": "This organism is a snowy owl. Its scientific name is Bubo scandiacus.", "image": "data/scienceqa/images/test/2028/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A snowy owl's scientific name is Bubo scandiacus.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\nArdea herodias does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea herodias are not in the same species.\nPelecanus erythrorhynchos does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Pelecanus erythrorhynchos are not in the same species.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["flexible", "transparent", "opaque"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/2037/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. None of the objects are opaque.\nA flexible object can be folded or bent without breaking easily. The glass and the glass flask are not flexible.\nYou can see clearly through a transparent object. All three objects are transparent.\nThe property that all three objects have in common is transparent.", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["pathos (emotion)", "ethos (character)", "logos (reason)"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2045/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to ethos, or character. It includes an endorsement (seal of approval) from a respected organization.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maine", "Rhode Island", "New York", "Virginia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2055/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["gray wolf", "keel-billed toucan"], "answer": 0, "hint": "Mammals have hair or fur and feed their young milk. A sea otter is an example of a mammal.", "image": "data/scienceqa/images/test/2073/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A keel-billed toucan is a bird. It has feathers, two wings, and a beak.\nToucans have large beaks. A toucan's beak can be half as long as its body.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "New York", "Maryland", "Delaware"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2095/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/2129/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/2147/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which bird's beak is also adapted to crack large, hard nuts?", "choices": ["bald ibis", "scarlet macaw"], "answer": 1, "hint": "s eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.\nFigure: Alexandrine parakeet.", "image": "data/scienceqa/images/test/2148/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the Alexandrine parakeet.\nThe Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The Alexandrine parakeet uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts.\nThe bald ibis has a long curved beak. Its beak is not adapted to crack large, hard nuts.", "split": "test"}
{"question": "Which of the following could Helen's test show?", "choices": ["if adding the blade guards made the drone fly poorly", "if the blade guards would break in a crash", "how much the drone weighed with the blade guards"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHelen was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Helen wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Helen put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/2152/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["acetaldehyde", "hydrazine", "ozone"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2158/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 1.", "The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/2163/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/2165/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of the following could Marcy and Brenda's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMarcy and Brenda were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/2173/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?", "choices": ["My national government officials decide most issues that come up.", "I only pay attention to state politics since the national government has almost no power.", "Both my state and national government officials have power over important issues."], "answer": 2, "hint": "Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.\nMany countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.", "image": "data/scienceqa/images/test/2186/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "civics", "category": "Government", "skill": "State and local government", "lecture": "", "solution": "", "split": "test"}
{"question": "Identify the question that Lacey's experiment can best answer.", "choices": ["Does the amount of water in a glass affect whether eggs sink or float in the water?", "Are eggs more likely to float in fresh water or salty water?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLacey poured four ounces of water into each of six glasses. Lacey dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Lacey placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Lacey repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.\nFigure: an egg floating in a glass of salty water.", "image": "data/scienceqa/images/test/2189/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/2210/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Jamaica", "Grenada", "Cuba", "Haiti"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/2259/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Jamaica.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Connecticut", "Pennsylvania", "New Hampshire", "Vermont"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2274/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each vial", "each vial . . . the surroundings"], "answer": 0, "hint": "Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.", "image": "data/scienceqa/images/test/2286/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Hartford", "Harrisburg", "Nashville", "Pittsburgh"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2328/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/2332/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What can Arianna and Clarence trade to each get what they want?", "choices": ["Arianna can trade her tomatoes for Clarence's sandwich.", "Arianna can trade her tomatoes for Clarence's broccoli.", "Clarence can trade his broccoli for Arianna's oranges.", "Clarence can trade his almonds for Arianna's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nArianna and Clarence open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/2343/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Arianna wanted broccoli in her lunch and Clarence was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Clarence has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Is the water in a glass a solid, a liquid, or a gas?", "choices": ["a solid", "a gas", "a liquid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2347/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The water in a glass is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a glass into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.", "split": "test"}
{"question": "What is the capital of New York?", "choices": ["Montpelier", "New York City", "Louisville", "Albany"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2355/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Albany is the capital of New York.", "split": "test"}
{"question": "Is Bertholletia excelsa made up of one cell?", "choices": ["yes", "no"], "answer": 1, "hint": "This organism is Bertholletia excelsa. It is a member of the plant kingdom.\nBertholletia excelsa is commonly called a Brazil nut tree. Brazil nut trees have a tall, thin trunk. Branches grow near the top of the tree. A Brazil nut tree can live for over 500 years!", "image": "data/scienceqa/images/test/2360/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Bertholletia excelsa is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThree-quarters of the planets are larger than Earth.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/2368/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "To decide which planets are larger than Earth, look at the volumes of the other planets and compare the exponents to the exponent of Earth's volume. Earth's volume is 1.08 x 10^12 km^3. Earth's volume is the only volume with an exponent of 12.\nThe volumes of Jupiter, Saturn, Uranus, and Neptune have exponents greater than 12, so these four planets are larger than Earth. There are eight planets total. So, one-half of the planets are larger than Earth.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["lichen katydid", "opalescent nudibranch"], "answer": 1, "hint": "Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: flamboyant cuttlefish.", "image": "data/scienceqa/images/test/2372/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the flamboyant cuttlefish.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the flamboyant cuttlefish is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Which three months have over 200millimeters of precipitation in Singapore?", "choices": ["November, December, and January", "August, September, and October", "May, June, and July"], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/2380/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation.", "split": "test"}
{"question": "Is scoria a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 0, "hint": "Scoria has the following properties:\nno fixed crystal structure\nhas many small holes\nnot a pure substance\nfound in nature\nsolid\nnot made by organisms", "image": "data/scienceqa/images/test/2382/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "The properties of scoria match the properties of a rock. So, scoria is a rock.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Cincinnati", "Columbus", "Frankfort", "Cleveland"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2383/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["common kingfisher", "painted stork"], "answer": 1, "hint": "Gray herons live near marshes, rivers, and lakes. They eat frogs and fish that live in shallow water. Gray herons hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: gray heron.", "image": "data/scienceqa/images/test/2384/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has long, thin legs. Its legs are adapted for wading.\nThe common kingfisher has short legs. Its legs are not adapted for wading. The common kingfisher uses its legs to walk and perch.", "split": "test"}
{"question": "What is the probability that a Syrian hamster produced by this cross will have long fur?", "choices": ["2/4", "3/4", "4/4", "1/4", "0/4"], "answer": 0, "hint": "In a group of Syrian hamsters, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).\nThis Punnett square shows a cross between two Syrian hamsters.", "image": "data/scienceqa/images/test/2391/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Kansas", "Connecticut", "Ohio", "South Dakota"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/2395/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/2400/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Vincent and the Grenadines", "Saint Lucia", "Grenada", "Haiti"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/2401/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Vincent and the Grenadines.", "split": "test"}
{"question": "Which of the following could Rose's test show?", "choices": ["if the new turbine could turn easily", "whether the new turbine could produce 10% more electricity", "how much the new turbine would weigh"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Rose was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Rose created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.", "image": "data/scienceqa/images/test/2413/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Papua New Guinea", "New Zealand", "Australia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2460/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea.", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Salem", "Denver", "Milwaukee", "Portland"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/2473/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["toward the pliers", "away from the pliers"], "answer": 0, "hint": "A builder uses a pair of pliers to remove a nail from a board. A force from the pliers pulls the nail out of the wood.", "image": "data/scienceqa/images/test/2479/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The pliers pull the nail. The direction of the pull is toward the pliers.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Austin", "Arlington", "Montpelier", "Richmond"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2481/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Augusta", "Dover", "Annapolis", "Phoenix"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2499/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Salem", "Saint Louis", "Jefferson City", "Kansas City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2502/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "Identify the question that Nate's experiment can best answer.", "choices": ["Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?", "Can pennies hold more drops of pure water or water mixed with hand soap?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nNate used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Nate recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Nate compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/2523/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Southern Ocean", "the Pacific Ocean", "the Atlantic Ocean"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2538/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "Which of the following statements is supported by the passage?", "choices": ["Scientists can study air masses to predict weather events.", "Meteorologists are scientists who study meteors."], "answer": 0, "hint": "Meteorologists can make predictions about weather events. For example, the passage below describes how a meteorologist might use observations of Earth's atmosphere to predict a tornado event.\nFigure: a tornado passing through a field.", "image": "data/scienceqa/images/test/2552/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Explore air masses", "lecture": "", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/2566/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nBoth poles of each magnet line up with both poles of the other magnet. The south pole of each magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "the Marshall Islands", "Tonga", "Fiji"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2574/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "What evidence of an earthquake does this picture show?", "choices": ["Some of the houses have broken roofs and walls.", "The houses have windows."], "answer": 0, "hint": "This picture was taken after an earthquake. During an earthquake, the ground shakes.", "image": "data/scienceqa/images/test/2579/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "earth-science", "category": "Earth events", "skill": "Find evidence of changes to Earth's surface", "lecture": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n", "solution": "", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThree-quarters of the planets are larger than Venus.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/2595/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that there are five planets larger than Venus: Earth, Jupiter, Saturn, Uranus, and Neptune. There are eight planets total. Five-eighths is less than three-quarters. So, five-eighths of the planets are larger than Venus.", "split": "test"}
{"question": "In this experiment, which were part of a control group?", "choices": ["the containers that did not get worms", "the containers that got worms"], "answer": 0, "hint": "The passage below describes an experiment.\n\nSusan wanted to set up a compost bin, where food could decompose, or break down, into soil fertilizer. She knew that worms can break down food. She wondered if adding worms to her compost bin would cause food to decompose faster.\nSusan set up four small compost containers. She added the same amounts of fruit peels, vegetable scraps, and eggshells to each container. Then, she added worms to two of the containers but not to the other two. After one month, Susan weighed the amount of undecomposed food left in each container.\nFigure: food decomposing in a compost bin.", "image": "data/scienceqa/images/test/2604/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Susan investigated whether adding worms to compost containers affects how well food breaks down. There were no worms in the containers that did not get worms. So, they were part of a control group.", "split": "test"}
{"question": "What instrument does Yo-Yo play?", "choices": ["the violin", "the cello"], "answer": 1, "hint": "Read the passage about Yo-Yo Ma.\nYo-Yo Ma is a famous cello player. He makes beautiful music. Yo-Yo's name comes from the Chinese word yo, which means \"friendly.\" Yo-Yo's parents were from China. His mother was a singer, and his father was a music teacher.\nYo-Yo began playing the cello when he was only four years old. His father was his first teacher. Yo-Yo's father hoped that Yo-Yo would become a great cello player someday. Today, Yo-Yo is one of the best cello players in the world.", "image": "data/scienceqa/images/test/2621/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "reading-comprehension", "category": "Independent reading comprehension", "skill": "Read and understand informational passages", "lecture": "", "solution": "Look at the passage. It tells you what instrument Yo-Yo plays.\nYo-Yo Ma is a famous cello player. He makes beautiful music. Yo-Yo's name comes from the Chinese word yo, which means \"friendly.\" Yo-Yo's parents were from China. His mother was a singer, and his father was a music teacher.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["flexible", "salty", "smooth"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/2624/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The flower petals are flexible, but the wax candle, the ice hockey rink, and the trombone are not.\nPotato chips have a salty taste. The trombone is not salty.\nA smooth object is not scratchy or rough. All four objects are smooth.\nThe property that all four objects have in common is smooth.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Harrisburg", "Denver", "Colorado Springs", "Helena"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2626/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Is a rubber balloon a solid, a liquid, or a gas?", "choices": ["a liquid", "a gas", "a solid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2638/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "A rubber balloon is a solid. You can bend a balloon. But it will still have a size and shape of its own.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than ten times as large as Mercury's.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/2644/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 1.63 x 10^11 km^3, which is less than 6.08 x 10^11 km^3. So, the volume of Mars is less than ten times as large as Mercury's.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Providence", "Baltimore", "Montpelier", "Annapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2660/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Antarctica", "South America", "Asia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/2677/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/2704/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What type of rock is conglomerate?", "choices": ["sedimentary", "igneous", "metamorphic"], "answer": 0, "hint": "This is a piece of conglomerate. Conglomerate has grains of various sizes, such as sand, mud, and pebbles. Do you see the pebbles that are part of this rock?\nConglomerate forms when sediments of different sizes are deposited in one place. This usually happens in riverbeds. Conglomerate forms when layers of sand, mud, and pebbles are pressed together to form rock.", "image": "data/scienceqa/images/test/2712/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Classify rocks as igneous, sedimentary, or metamorphic", "lecture": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.", "solution": "Conglomerate is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMaterial that is eroded in nature is called sediment. Sand, mud, and pebbles are all types of sediment. Over time, layers of these sediments can build up in places like riverbeds. The top layers press down on the bottom layers, squeezing out water and air. Conglomerate forms when the bottom layers of sediment are pressed together to form rock.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Lucia", "Jamaica", "Haiti", "Cuba"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2716/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Jamaica.", "split": "test"}
{"question": "Which of the following could Tyler's test show?", "choices": ["the amount of bacteria in the water before it was filtered", "whether the filter was clogged", "whether an inexpensive filter would become clogged more often"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTyler was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Tyler had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Tyler checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/2722/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What can Janet and Kari trade to each get what they want?", "choices": ["Janet can trade her tomatoes for Kari's sandwich.", "Kari can trade her almonds for Janet's tomatoes.", "Kari can trade her broccoli for Janet's oranges.", "Janet can trade her tomatoes for Kari's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJanet and Kari open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/2737/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Janet wanted broccoli in her lunch and Kari was hoping for tomatoes. Look at the labeled part of the images.\nJanet has tomatoes. Kari has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["lionfish", "impala"], "answer": 0, "hint": "Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: golden dart frog.", "image": "data/scienceqa/images/test/2741/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["translucent", "colorful"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/2756/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The crayons are not translucent.\nA colorful object has one or more bright colors. The crayons are colorful.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["bendable", "bouncy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/2759/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The soccer shorts are not bouncy.\nA bendable object can be bent without breaking. The soccer shorts are bendable.", "split": "test"}
{"question": "Identify the question that Tanner's experiment can best answer.", "choices": ["Can pennies hold more drops of pure water or water mixed with hand soap?", "Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTanner used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Tanner recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Tanner compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/2771/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Identify the question that Barbara's experiment can best answer.", "choices": ["Do the temperatures inside boxes depend on the sizes of the boxes?", "Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBarbara glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Barbara made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Barbara compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.", "image": "data/scienceqa/images/test/2783/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/2788/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/2789/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in a sandy desert?", "choices": ["Namaqua chameleon", "fire salamander"], "answer": 0, "hint": "Horned vipers live in the deserts of Africa and the Middle East. The  is adapted to be camouflaged in a sandy desert.\nFigure: horned viper.", "image": "data/scienceqa/images/test/2790/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the horned viper.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe fire salamander has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "slippery", "hard"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/2792/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA slippery object is hard to hold onto or stand on. The building blocks and the magnifying glass are not slippery.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The metal bar and the magnifying glass are shiny, but the building blocks are not.\nThe property that all three objects have in common is hard.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Jefferson City", "Des Moines", "Madison", "Cedar Rapids"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2795/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Havana.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/2796/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nHavana is the capital of Cuba. The winds there were blowing from the east last weekend.\nThe underlined part of the passage tells you about the wind direction in Havana last weekend. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Davenport", "Helena", "Lansing", "Des Moines"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2828/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["North America", "Asia", "Africa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2830/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or Asia.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "New Jersey", "Virginia", "West Virginia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2839/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Select the organism in the same species as the reticulated python.", "choices": ["Python bivittatus", "Python reticulatus", "Sciurus vulgaris"], "answer": 1, "hint": "This organism is a reticulated python. Its scientific name is Python reticulatus.", "image": "data/scienceqa/images/test/2845/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A reticulated python's scientific name is Python reticulatus.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nSciurus vulgaris does not have the same scientific name as a reticulated python. So, Python reticulatus and Sciurus vulgaris are not in the same species.\nPython reticulatus is in the same genus as Python bivittatus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Python reticulatus and Python bivittatus are different species within the same genus.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each refrigerator . . . the surroundings", "the surroundings . . . each refrigerator"], "answer": 1, "hint": "Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.", "image": "data/scienceqa/images/test/2870/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/2877/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Can Asimina triloba cells make their own food?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Asimina triloba. It is a member of the plant kingdom.\nAsimina triloba is commonly called the pawpaw. Pawpaw trees grow in the southeastern part of the United States. They have large, sweet fruit. The fruit is sometimes called a prairie banana.", "image": "data/scienceqa/images/test/2878/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Asimina triloba is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.", "split": "test"}
{"question": "Which of the following was a dependent variable in this experiment?", "choices": ["the amount of oxygen in the tanks", "the species of algae"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDr. Hardin collected two species of algae, Chlorella rotunda and Tetraselmis cordiformis. He wanted to know whether one species released more oxygen as it grew than the other species.\nTo find out, Dr. Hardin prepared six culture tanks. He filled each tank with the same amount of a mixture of water and nutrients. Then, he added 1,000 live algae cells to each tank and sealed the tank. In three of the tanks, he added C. rotunda cells. In the other three, he added T. cordiformis cells. After five days, Dr. Hardin measured the amount of oxygen in each culture tank.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: growing algae in culture tanks.", "image": "data/scienceqa/images/test/2886/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["cyclopropane", "chloroform", "nitrogen"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/2888/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: the Red Sea.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/2908/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nThe Red Sea is a popular place for windsurfing. Wind speeds reached 30 miles per hour there on Thursday.\nThe underlined part of the passage tells you about the wind speed at the Red Sea on Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/2921/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/2923/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Dominican Republic", "Grenada", "Jamaica", "Trinidad and Tobago"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/2933/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Trinidad and Tobago.", "split": "test"}
{"question": "What can Brandon and Derek trade to each get what they want?", "choices": ["Brandon can trade his tomatoes for Derek's broccoli.", "Brandon can trade his tomatoes for Derek's carrots.", "Derek can trade his almonds for Brandon's tomatoes.", "Derek can trade his broccoli for Brandon's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBrandon and Derek open their lunch boxes in the school cafeteria. Neither Brandon nor Derek got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBrandon's lunch Derek's lunch", "image": "data/scienceqa/images/test/2936/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nBrandon wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What can Connor and Maura trade to each get what they want?", "choices": ["Connor can trade his tomatoes for Maura's carrots.", "Maura can trade her broccoli for Connor's oranges.", "Connor can trade his tomatoes for Maura's broccoli.", "Maura can trade her almonds for Connor's tomatoes."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nConnor and Maura open their lunch boxes in the school cafeteria. Neither Connor nor Maura got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nConnor's lunch Maura's lunch", "image": "data/scienceqa/images/test/2960/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nConnor wants broccoli. Maura wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/2969/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which month is the coolest on average in Detroit?", "choices": ["January and February", "November and December", "June and July"], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/2971/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.", "solution": "To describe the average temperature trends in Detroit, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are between 25\u00b0F and 30\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coolest months on average.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Jamaica", "Saint Lucia", "Barbados", "Saint Vincent and the Grenadines"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2978/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Lucia.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/2983/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Nebraska", "North Dakota", "Michigan", "Minnesota"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/2993/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is North Dakota.", "split": "test"}
{"question": "Which better describes the Catoctin Mountain Park ecosystem?", "choices": ["It has cold, wet winters. It also has soil that is rich in nutrients.", "It has cold, wet winters. It also has soil that is poor in nutrients."], "answer": 0, "hint": "Figure: Catoctin Mountain Park.\nCatoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland.", "image": "data/scienceqa/images/test/3004/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has soil that is rich in nutrients.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["clownfish", "helmeted iguana"], "answer": 1, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A coral snake is an example of a reptile.", "image": "data/scienceqa/images/test/3016/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.", "split": "test"}
{"question": "Select the organism in the same genus as the common kestrel.", "choices": ["Falco novaeseelandiae", "Ardea goliath", "Haliaeetus pelagicus"], "answer": 0, "hint": "This organism is a common kestrel. Its scientific name is Falco tinnunculus.", "image": "data/scienceqa/images/test/3020/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nArdea goliath is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea goliath and Falco tinnunculus are not in the same genus.\nFalco novaeseelandiae is in the genus Falco. The first word of its scientific name is Falco. So, Falco novaeseelandiae and Falco tinnunculus are in the same genus.\nHaliaeetus pelagicus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus pelagicus and Falco tinnunculus are not in the same genus.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Atlanta", "Los Angeles", "New York City", "Houston"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3022/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Major U.S. cities", "lecture": "", "solution": "The city is Los Angeles, California. Atlanta, Houston, and New York City are marked with gray circles on the map below.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/3036/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature.", "split": "test"}
{"question": "Which of the following organisms is the decomposer in this food web?", "choices": ["sea otter", "kelp bass", "black rockfish", "bat star"], "answer": 3, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/3041/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe bat star does not have arrows pointing from it to other organisms. So, the bat star is a decomposer.\nThe sea otter has an arrow pointing from it. So, the sea otter is not a decomposer.\nThe kelp bass has an arrow pointing from it. So, the kelp bass is not a decomposer.\nThe sea cucumber does not have arrows pointing from it to other organisms. So, the sea cucumber is a decomposer.\nThe black rockfish has an arrow pointing from it. So, the black rockfish is not a decomposer.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["fluoromethanol", "tetraphosphorus", "methane"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3060/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/3069/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which air temperature was measured within the outlined area shown?", "choices": ["-24\u00b0C", "3\u00b0C", "-4\u00b0C"], "answer": 0, "hint": "The map below shows air temperatures in the lower atmosphere on April 19, 2016. The outlined area shows an air mass that influenced weather in North America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division", "image": "data/scienceqa/images/test/3077/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Identify and compare air masses", "lecture": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.", "solution": "Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n15\u00b0C.\n-24\u00b0C is within this range.\n-4\u00b0C and 3\u00b0C are outside of this range.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tonga", "Nauru", "the Federated States of Micronesia", "Samoa"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3089/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Samoa.", "split": "test"}
{"question": "What is the capital of Minnesota?", "choices": ["New Haven", "Saint Paul", "Dover", "Colorado Springs"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3093/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Saint Paul is the capital of Minnesota.", "split": "test"}
{"question": "Which material is this rocking chair made of?", "choices": ["wood", "silk"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3105/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the rocking chair.\nThe chair is made of wood.\nChairs are not always made of wood. Chairs can also be made of plastic or metal. Some chairs are made of several different materials. Are you sitting on a chair? If so, what is it made of?", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Montgomery", "Columbus", "Oklahoma City", "Birmingham"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3107/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "What is this archosaur's scientific name?", "choices": ["Effigia okeeffeae", "Effigia nesbitti"], "answer": 0, "hint": "This drawing shows a type of archosaur, a dinosaur that grew to be about six feet long. This archosaur's fossil was discovered in rock near the Ghost Ranch Quarry in New Mexico. It was named after the painter Georgia O'Keeffe because she lived nearby.", "image": "data/scienceqa/images/test/3109/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Origins of scientific names", "lecture": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.", "solution": "This organism's scientific name refers to Georgia O'Keeffe.\nThe word okeeffeae refers to Georgia O'Keeffe. So, this archosaur's scientific name is Effigia okeeffeae.", "split": "test"}
{"question": "Identify the question that Stanley's experiment can best answer.", "choices": ["Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?", "Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nStanley divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Stanley opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.\nFigure: unripe bananas.", "image": "data/scienceqa/images/test/3113/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/3115/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["ginkgo leaf", "insect"], "answer": 0, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/3118/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe ginkgo leaf fossil is in a deeper layer in the rock sequence than the insect fossil. So, the ginkgo leaf fossil is most likely older than the insect fossil.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["South Dakota", "Kansas", "Illinois", "Michigan"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3123/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is South Dakota.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the bear sedge?", "choices": ["Arctic fox", "barren-ground caribou", "bilberry"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/3125/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nThe only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen. So, in this food web, matter does not move from the bear sedge to the barren-ground caribou.\nNo arrow points to the bilberry. So, in this food web, matter does not move from the bear sedge to the bilberry.", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Salt Lake City", "Denver", "Des Moines", "Provo"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3132/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Dominica", "the Dominican Republic", "Trinidad and Tobago"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3138/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Dominica.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Colorado", "Montana", "Washington", "Pennsylvania"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3144/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Colorado is farthest south.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the right than to the left", "to the left than to the right"], "answer": 1, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/3147/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 7 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Which of the following could Robert's test show?", "choices": ["how steady a parachute with a 1 m vent was at 200 km per hour", "if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nRobert was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Robert put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/3153/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Select the organism in the same species as the Christmas tree worm.", "choices": ["Nerodia clarkii", "Spirobranchus giganteus", "Nerodia cyclopion"], "answer": 1, "hint": "This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.", "image": "data/scienceqa/images/test/3156/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Christmas tree worm's scientific name is Spirobranchus giganteus.\nNerodia clarkii does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia clarkii are not in the same species.\nNerodia cyclopion does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Nerodia cyclopion are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.", "split": "test"}
{"question": "Select the organism in the same species as the Indian rock python.", "choices": ["Python molurus", "Lacerta agilis", "Nerodia cyclopion"], "answer": 0, "hint": "This organism is an Indian rock python. Its scientific name is Python molurus.", "image": "data/scienceqa/images/test/3185/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An Indian rock python's scientific name is Python molurus.\nNerodia cyclopion does not have the same scientific name as an Indian rock python. So, Python molurus and Nerodia cyclopion are not in the same species.\nPython molurus has the same scientific name as an Indian rock python. So, these organisms are in the same species.\nLacerta agilis does not have the same scientific name as an Indian rock python. So, Python molurus and Lacerta agilis are not in the same species.", "split": "test"}
{"question": "Which statement describes the Eastern Siberian Taiga ecosystem?", "choices": ["It has mostly small plants.", "It has soil that is rich in nutrients.", "It has long, cold winters and short, cool summers."], "answer": 2, "hint": "Figure: East Siberian Taiga.\nThe Eastern Siberian Taiga is a large forest that covers more than a quarter of Russia. It is home to brown bears, wolves, deer, and other organisms.", "image": "data/scienceqa/images/test/3193/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statement describes the Eastern Siberian Taiga ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has long, cold winters and short, cool summers. The following statements do not describe the Eastern Siberian Taiga: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has mostly small plants. It has soil that is rich in nutrients.", "split": "test"}
{"question": "Identify the question that Heather and Tanner's experiment can best answer.", "choices": ["Does Heather's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?", "Does Heather's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHeather applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Tanner timed each ride. Heather and Tanner calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.", "image": "data/scienceqa/images/test/3197/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["rough", "stretchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/3205/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA stretchy object gets longer when you pull on it. Neither of the objects are stretchy.\nThe property that both objects have in common is rough.", "split": "test"}
{"question": "Which trait did this aurochs have? Select the trait you can observe on the fossil.", "choices": ["four legs", "a striped body"], "answer": 0, "hint": "This picture shows a fossil of an animal called an aurochs.\nThe aurochs was hunted by humans and went extinct around 1627. The oldest aurochs fossils are about 2,000,000 years old.", "image": "data/scienceqa/images/test/3213/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Select the reptile below.", "choices": ["sea otter", "tortoise"], "answer": 1, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.", "image": "data/scienceqa/images/test/3217/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.", "split": "test"}
{"question": "What type of rock is scoria?", "choices": ["igneous", "metamorphic", "sedimentary"], "answer": 0, "hint": "This is a piece of scoria. Scoria is usually formed near volcanoes. It comes from melted rock that is rich in iron and magnesium.\nDo you see the hollow gaps in this rock? The gaps come from air and water bubbles that became trapped while the melted rock was cooling.", "image": "data/scienceqa/images/test/3219/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Classify rocks as igneous, sedimentary, or metamorphic", "lecture": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.", "solution": "Scoria is an igneous rock. Like other igneous rocks, it forms when melted rock cools and hardens.\nMelted rock at the earth's surface is called lava. Scoria forms from a type of lava that is rich in iron and magnesium. As the lava erupts from a volcano, it can trap small bubbles of air or water. When the lava becomes solid, the bubbles leave behind gaps in the rock.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["North America", "Africa", "South America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3229/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect North America or South America.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["common toad", "catfish"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.", "image": "data/scienceqa/images/test/3231/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A common toad is an amphibian. It has moist skin and begins its life in water.\nA catfish is a fish. It lives underwater. It has fins, not limbs.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["stretchy", "rough", "bouncy"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/3233/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. All three objects are rough.\nA stretchy object gets longer when you pull on it. The rock and the tree bark are not stretchy.\nA bouncy object will bounce back from the floor if you drop it. The tree bark and the velcro are not bouncy.\nThe property that all three objects have in common is rough.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["Solution B", "Solution A", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/3255/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Kiribati", "Tuvalu", "Tonga", "the Marshall Islands"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3259/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Tuvalu.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Cleveland", "Columbus", "Frankfort", "Jefferson City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3284/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Nashville", "Houston", "Charlotte", "New Orleans"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3292/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Southeast", "lecture": "", "solution": "The city is Houston, Texas. Nashville, New Orleans, and Charlotte are marked with gray circles on the map below.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/3327/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/3336/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Saint Paul", "Fargo", "Raleigh", "Charlotte"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3339/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "Which statement is true about the average monthly precipitation in Nairobi?", "choices": ["Nairobi gets about the same amount of precipitation each month.", "More precipitation falls in April than in August.", "February is the wettest month of the year."], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/3354/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Nairobi, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"More precipitation falls in April than in August.\" is incorrect.\nApril has a higher average monthly precipitation than August.\nChoice \"Nairobi gets about the same amount of precipitation each month.\" is incorrect.\nOn average, less precipitation falls between June and October than between November and May.\nChoice \"February is the wettest month of the year.\" is incorrect.\nThe wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.", "split": "test"}
{"question": "Which solution has a higher concentration of purple particles?", "choices": ["Solution B", "Solution A", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each purple ball represents one particle of solute.", "image": "data/scienceqa/images/test/3377/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.", "split": "test"}
{"question": "Which month has the lowest average precipitation in London?", "choices": ["July", "November", "February"], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/3379/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation.", "split": "test"}
{"question": "Identify the question that Zachary's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZachary put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Zachary checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/3395/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Kiribati", "Nauru", "the Marshall Islands", "Solomon Islands"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3398/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Louisiana", "Ohio", "Maine", "Tennessee"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3418/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["sticky", "salty", "colorful"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/3428/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All three objects are salty.\nA colorful object has one or more bright colors. None of the objects are colorful.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nThe property that all three objects have in common is salty.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in a sandy desert?", "choices": ["horned viper", "blue poison dart frog"], "answer": 0, "hint": "Bearded dragons are lizards that live in the deserts of Australia. The  is adapted to be camouflaged in a sandy desert.\nFigure: bearded dragon.", "image": "data/scienceqa/images/test/3434/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the bearded dragon.\nThe bearded dragon has a sand-colored body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged in a sandy desert.", "split": "test"}
{"question": "What can Vivian and Jamal trade to each get what they want?", "choices": ["Vivian can trade her tomatoes for Jamal's broccoli.", "Jamal can trade his broccoli for Vivian's oranges.", "Vivian can trade her tomatoes for Jamal's carrots.", "Jamal can trade his almonds for Vivian's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nVivian and Jamal open their lunch boxes in the school cafeteria. Neither Vivian nor Jamal got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nVivian's lunch Jamal's lunch", "image": "data/scienceqa/images/test/3436/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nVivian wants broccoli. Jamal wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "North America", "Asia", "Europe"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3439/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Europe.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Las Vegas", "Reno", "Cheyenne", "Carson City"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3455/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Texas", "Maryland", "Michigan", "Rhode Island"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3468/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.", "split": "test"}
{"question": "Is a crown a solid or a liquid?", "choices": ["a liquid", "a solid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3476/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "A crown is a solid. A solid has a size and shape of its own.\nIf you put a crown on your head, the crown will keep its shape.", "split": "test"}
{"question": "Select the organism in the same genus as the gray tree frog.", "choices": ["Hyla cinerea", "Atelopus zeteki", "Hemidactylus turcicus"], "answer": 0, "hint": "This organism is a gray tree frog. Its scientific name is Hyla versicolor.", "image": "data/scienceqa/images/test/3481/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A gray tree frog's scientific name is Hyla versicolor. The first word of its scientific name is Hyla.\nAtelopus zeteki is in the genus Atelopus. The first word of its scientific name is Atelopus. So, Atelopus zeteki and Hyla versicolor are not in the same genus.\nHemidactylus turcicus is in the genus Hemidactylus. The first word of its scientific name is Hemidactylus. So, Hemidactylus turcicus and Hyla versicolor are not in the same genus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Hyla versicolor are in the same genus.", "split": "test"}
{"question": "Which animal's mouth is also adapted to eat plant matter?", "choices": ["spotted deer", "Nile crocodile"], "answer": 0, "hint": "Kudus are herbivores, or plant eaters. They eat leaves and shoots. The 's mouth is adapted to grind up and eat plant matter.\nFigure: kudu.", "image": "data/scienceqa/images/test/3486/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the kudu.\nThe kudu has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the kudu reach leaves and shoots. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spotted deer has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe Nile crocodile has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The Nile crocodile uses its mouth to eat other animals.", "split": "test"}
{"question": "What can Janice and Abdul trade to each get what they want?", "choices": ["Abdul can trade his almonds for Janice's tomatoes.", "Janice can trade her tomatoes for Abdul's carrots.", "Janice can trade her tomatoes for Abdul's broccoli.", "Abdul can trade his broccoli for Janice's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJanice and Abdul open their lunch boxes in the school cafeteria. Neither Janice nor Abdul got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJanice's lunch Abdul's lunch", "image": "data/scienceqa/images/test/3494/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJanice wants broccoli. Abdul wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Southern Ocean", "the Pacific Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3495/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["echinoderm", "cnidarian"], "answer": 0, "hint": "Read the text.\nInvertebrates make up the majority of Earth's living things, but there are many different groups, or phyla, of invertebrates. Jellyfish and sea anemone, for example, are both part of the phylum Cnidaria. Cnidaria comes from a Greek word that means \"nettle,\" a stinging type of plant. Cnidarians are known for the tentacles that surround their mouths, which they use to sting and capture prey. All species that belong in the Cnidaria phyla live exclusively in the ocean.\nAnother phylum of invertebrates found only in oceans is the Echinodermata, a term that comes from Greek words meaning \"spiny\" and \"skin.\" Echinoderms, members of this phylum, have stiff bodies and often have stiff, sharp spines covering their skins. Unlike a cnidarian's wavy tentacles, these spines are used for protection, not to capture prey.", "image": "data/scienceqa/images/test/3505/image.png", "task": "closed choice", "grade": "grade8", "subject": "language science", "topic": "word-study", "category": "Domain-specific vocabulary", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "An echinoderm is a type of sea invertebrate that usually has sharp or spiky skin. A sea urchin is a type of echinoderm.", "split": "test"}
{"question": "Identify the question that Logan's experiment can best answer.", "choices": ["Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?", "Do steel nails take fewer days to rust in water compared to vinegar?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLogan put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Logan checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/3514/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/3518/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["transparent", "smooth"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/3523/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA smooth object is not scratchy or rough. The silk tie is smooth.\nYou can see clearly through a transparent object. The silk tie is not transparent.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/3530/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/3534/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Arctic Ocean", "the Pacific Ocean", "the Southern Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3541/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["soft", "fragile", "scratchy"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/3544/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA fragile object will break into pieces if you drop it. All three objects are fragile.\nThe property that all three objects have in common is fragile.", "split": "test"}
{"question": "What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.", "choices": ["0:4", "1:3", "2:2", "3:1", "4:0"], "answer": 3, "hint": "In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).\nThis Punnett square shows a cross between two rabbits.", "image": "data/scienceqa/images/test/3567/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the f allele, which is for brown fur, is recessive to the F allele, which is for black fur.\nBlack fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.\nThere are 3 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nBrown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.\nThere is 1 box in the Punnett square with the genotype ff. This box is highlighted below.\nSo, the expected ratio of offspring with black fur to offspring with brown fur is 3:1. This means that, on average, this cross will produce 3 offspring with black fur for every 1 offspring with brown fur.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Idaho", "Wyoming", "Utah", "California"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3583/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is Idaho.", "split": "test"}
{"question": "Select the organism in the same species as the blue jay.", "choices": ["Cyanocitta cristata", "Larus michahellis", "Goura victoria"], "answer": 0, "hint": "This organism is a blue jay. Its scientific name is Cyanocitta cristata.", "image": "data/scienceqa/images/test/3593/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A blue jay's scientific name is Cyanocitta cristata.\nLarus michahellis does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Larus michahellis are not in the same species.\nGoura victoria does not have the same scientific name as a blue jay. So, Cyanocitta cristata and Goura victoria are not in the same species.\nCyanocitta cristata has the same scientific name as a blue jay. So, these organisms are in the same species.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Portland", "Burlington", "Augusta", "Madison"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3604/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "Select the organism in the same genus as the great gray owl.", "choices": ["Neofelis nebulosa", "Cyanea capillata", "Strix varia"], "answer": 2, "hint": "This organism is a great gray owl. Its scientific name is Strix nebulosa.", "image": "data/scienceqa/images/test/3609/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanea capillata is in the genus Cyanea. The first word of its scientific name is Cyanea. So, Cyanea capillata and Strix nebulosa are not in the same genus.\nNeofelis nebulosa and Strix nebulosa are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Neofelis nebulosa and Strix nebulosa have the same species name within their genus, nebulosa. But the first words of their scientific names are different. Neofelis nebulosa is in the genus Neofelis, and Strix nebulosa is in the genus Strix.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Strix nebulosa are in the same genus.", "split": "test"}
{"question": "According to the text, what evidence of a volcanic eruption did the captain observe?", "choices": ["He heard a report on the radio warning about a volcanic eruption.", "He saw a nearby boat that was on fire.", "He smelled sulfur and saw pieces of molten rock shooting out of the water."], "answer": 2, "hint": "Before sunrise on November 14, 1963, the crew of the fishing boat Isleifur II had just finished putting their fishing lines in the ocean off the southern coast of Iceland. As the crew waited to have breakfast, a strong smell of sulfur drifted over the boat. At first, crew members thought that the cook had burned the eggs or that something was wrong with the boat's engine. But when the sun started to rise, the crew saw black smoke billowing from the water a few kilometers away.\nThe captain of the Isleifur II first thought the smoke was coming from a boat that was on fire, so he sailed closer to try to help. But as the Isleifur II approached the column of smoke, the captain and crew saw glowing pieces of molten rock shooting up out of the water. The captain realized this was not a burning boat. It was a volcano erupting under the water!\nFigure: the erupting undersea volcano seen by the sailors on the Isleifur II.", "image": "data/scienceqa/images/test/3629/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "literacy-in-science", "category": "Ecological interactions", "skill": "Investigate primary succession on a volcanic island", "lecture": "", "solution": "", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Denver", "Tallahassee", "Tampa", "Orlando"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3654/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "What can Bill and Anita trade to each get what they want?", "choices": ["Anita can trade her almonds for Bill's tomatoes.", "Anita can trade her broccoli for Bill's oranges.", "Bill can trade his tomatoes for Anita's broccoli.", "Bill can trade his tomatoes for Anita's sandwich."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBill and Anita open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/3656/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Bill wanted broccoli in his lunch and Anita was hoping for tomatoes. Look at the labeled part of the images.\nBill has tomatoes. Anita has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["blue", "sticky", "fuzzy"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/3660/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The kiwi and the stuffed dice are not blue.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nA sticky object can attach or stick to other things. The socks and the stuffed dice are not sticky.\nThe property that all three objects have in common is fuzzy.", "split": "test"}
{"question": "Identify the question that Carter's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCarter put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Carter checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/3669/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Nampa", "Denver", "Dover", "Phoenix"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3679/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/3681/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Based on the Venn diagram, which statement is true of Leonardo da Vinci?", "choices": ["He was from Florence.", "He created David."], "answer": 0, "hint": "This Venn diagram compares two famous Renaissance artists.", "image": "data/scienceqa/images/test/3692/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "In a Venn diagram, each circle shows information that is true for a particular topic. In any area where circles overlap, the information is true for all of the overlapping topics. This Venn diagram compares two famous Renaissance artists.\nThe detail from Florence appears in the Leonardo da Vinci circle. This tells you that he was from Florence.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/3703/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.", "split": "test"}
{"question": "Which of the following could Jennifer and Scarlett's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJennifer and Scarlett were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/3721/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Charleston", "Baton Rouge", "Portland", "Huntington"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3727/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "Is a coffee mug a solid, a liquid, or a gas?", "choices": ["a gas", "a liquid", "a solid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3733/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "A coffee mug is a solid. A solid has a size and shape of its own.\nWhen you pour coffee into a coffee mug, the mug keeps its shape. If you drop a coffee mug, it may break into pieces. But each piece will still have a size and shape of its own.", "split": "test"}
{"question": "Which i in column 3?", "choices": ["the school", "the park", "the pond", "the gas station"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3745/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The school is in column 3.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "South America", "Europe", "Australia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3751/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Europe.", "split": "test"}
{"question": "Based on the painting, which was true about ironclads?", "choices": ["They were powered by oars.", "They didn't have weapons.", "They were made of metal.", "They used sails."], "answer": 2, "hint": "The Union and Confederacy built many new ships during the Civil War. This is a painting of the first battle between two ironclads, the CSS Virginia and the USS Monitor. Use it to answer the question below.", "image": "data/scienceqa/images/test/3752/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "The Civil War and Reconstruction", "skill": "The Civil War: war tactics and the home front", "lecture": "", "solution": "Notice how the two ironclads have smooth, reflective surfaces. Ironclads gained their name because they were made of metal. Iron is a type of metal. Before the Civil War, naval ships were made of wood. Metal ships such as ironclads were stronger than ships made of wood.", "split": "test"}
{"question": "What is the capital of Vermont?", "choices": ["Burlington", "Montpelier", "Annapolis", "Philadelphia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3762/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Montpelier is the capital of Vermont.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/3773/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the direction of this push?", "choices": ["away from the baseball bat", "toward the baseball bat"], "answer": 0, "hint": "A baseball player hits the ball with his bat. His bat pushes the ball into the outfield.", "image": "data/scienceqa/images/test/3788/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "Hitting a baseball with a bat is a type of push. The baseball player hits the ball away from his bat. The ball flies into the field. The direction of the push is away from the baseball bat.", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/3815/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/3823/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "Which of the following could Carter's test show?", "choices": ["the amount of sunlight the roof would get throughout the year", "how many solar panels could fit on each side of the roof", "which side of the roof got more sun over one day"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCarter was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Carter needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Carter installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.\nFigure: installing solar panels on a roof.", "image": "data/scienceqa/images/test/3866/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/3873/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which of these oceans does the prime meridian intersect?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Pacific Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3877/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.", "split": "test"}
{"question": "Which trait does this red squirrel have?", "choices": ["It has fins.", "It has fur."], "answer": 1, "hint": "This image shows a Eurasian red squirrel.", "image": "data/scienceqa/images/test/3882/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "literacy-in-science", "category": "Animals", "skill": "Seed disperser: Eurasian red squirrel", "lecture": "", "solution": "", "split": "test"}
{"question": "What can Kiara and Fernando trade to each get what they want?", "choices": ["Kiara can trade her tomatoes for Fernando's carrots.", "Fernando can trade his broccoli for Kiara's oranges.", "Kiara can trade her tomatoes for Fernando's broccoli.", "Fernando can trade his almonds for Kiara's tomatoes."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKiara and Fernando open their lunch boxes in the school cafeteria. Neither Kiara nor Fernando got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKiara's lunch Fernando's lunch", "image": "data/scienceqa/images/test/3883/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nKiara wants broccoli. Fernando wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of North Dakota?", "choices": ["Fargo", "Bismarck", "Columbus", "Saint Louis"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3885/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Bismarck is the capital of North Dakota.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Louisiana", "North Dakota", "North Carolina", "Arizona"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/3901/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Carolina is farthest east.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Asia", "North America", "Antarctica"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3903/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Antarctica.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Helena", "Juneau", "Olympia", "Fairbanks"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/3913/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?", "choices": ["northern pintail", "black-headed heron"], "answer": 1, "hint": "Saddle-billed storks live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the stork had to move its body, it might scare the fish away.\nFigure: saddle-billed stork.", "image": "data/scienceqa/images/test/3914/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the saddle-billed stork.\nThe saddle-billed stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the saddle-billed stork to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe black-headed heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe northern pintail has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/3920/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Maine", "Massachusetts", "Michigan", "Delaware"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/3921/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Delaware is farthest south.", "split": "test"}
{"question": "In this experiment, which were part of a control group?", "choices": ["the sections of wall scrubbed with water and baking soda", "the sections of wall scrubbed with water only"], "answer": 1, "hint": "The passage below describes an experiment.\n\nLuther's young son drew all over the living room wall with crayons! Luther wanted to find a way to remove the crayon markings. Based on what he read online, he decided to see if scrubbing a wall with baking soda could help remove crayon.\nLuther dipped a sponge in water and used it to scrub the crayon on a small section of the wall. He dipped a second sponge in water, sprinkled it with baking soda, and used it to scrub the crayon on another section of the wall. He observed how much crayon was removed from each section. Luther repeated this test two more times on other sections of the wall.\nFigure: scrubbing a crayon drawing off a wall.", "image": "data/scienceqa/images/test/3934/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Luther investigated whether baking soda can remove crayon from a wall. The sections of wall scrubbed with water only did not get baking soda. So, they were part of a control group.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Georgia", "New Hampshire", "South Carolina", "West Virginia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3951/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Georgia.", "split": "test"}
{"question": "Which better describes the Okefenokee Swamp ecosystem?", "choices": ["It has land that is covered with water during most of the year. It also has soil that is rich in nutrients.", "It has soil that is poor in nutrients. It also has only a few types of organisms."], "answer": 0, "hint": "Figure: Okefenokee Swamp.\nThe Okefenokee Swamp is a wetland ecosystem in Georgia and Florida.", "image": "data/scienceqa/images/test/3964/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okefenokee Swamp has land that is covered with water during most of the year. It also has soil that is rich in nutrients.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["brown tree frog", "red crowned crane", "great white shark", "red kangaroo"], "answer": 3, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.", "image": "data/scienceqa/images/test/3965/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A brown tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA red crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["Steller's sea eagle", "Haliaeetus pelagicus"], "answer": 0, "hint": "This organism is Haliaeetus pelagicus. It is also called a Steller's sea eagle.", "image": "data/scienceqa/images/test/3968/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Haliaeetus pelagicus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nHaliaeetus pelagicus is the organism's scientific name. So, you know that Steller's sea eagle is the common name.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Vincent and the Grenadines", "Saint Lucia", "Barbados", "Grenada"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/3972/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Vincent and the Grenadines.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "translucent", "soft"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/3988/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The sapphire is translucent, but the car bumper and the metal bar are not.\nThe property that all three objects have in common is shiny.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["away from the first train car", "toward the first train car"], "answer": 1, "hint": "There is a magnet on each of these toy train cars. Each magnet attracts the other with a magnetic force. The force from the first train car pulls the second train car along behind it.", "image": "data/scienceqa/images/test/4003/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The magnet on the first train car pulls the second train car. The direction of the pull is toward the first train car.", "split": "test"}
{"question": "Which part of the orange tree makes the seeds?", "choices": ["the flowers", "the fruit"], "answer": 0, "hint": "An adult orange tree can grow seeds.", "image": "data/scienceqa/images/test/4009/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Describe and construct flowering plant life cycles", "lecture": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.", "solution": "Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["carbon tetrachloride", "nitrogen", "fluoromethanol"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4040/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["South Dakota", "New Mexico", "Nevada", "South Carolina"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/4050/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. South Dakota is farthest north.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["South America", "Antarctica", "Asia", "Europe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4072/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "What can Marvin and Ken trade to each get what they want?", "choices": ["Marvin can trade his tomatoes for Ken's broccoli.", "Ken can trade his broccoli for Marvin's oranges.", "Ken can trade his almonds for Marvin's tomatoes.", "Marvin can trade his tomatoes for Ken's sandwich."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMarvin and Ken open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/4084/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Marvin wanted broccoli in his lunch and Ken was hoping for tomatoes. Look at the labeled part of the images.\nMarvin has tomatoes. Ken has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Identify the question that Maggie's experiment can best answer.", "choices": ["Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?", "Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMaggie planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Maggie added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Maggie counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.", "image": "data/scienceqa/images/test/4094/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Kitts and Nevis", "Antigua and Barbuda", "Saint Vincent and the Grenadines", "Barbados"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4120/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Antigua and Barbuda.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Annapolis", "Boston", "Baltimore", "Philadelphia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4123/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["North Carolina", "Rhode Island", "Delaware", "Georgia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4124/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Georgia.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "blue", "fuzzy"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/4139/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. All three objects are blue.\nA fuzzy object is covered in soft hair. The water slide and the binder are not fuzzy.\nA bouncy object will bounce back from the floor if you drop it. The jeans and the binder are not bouncy.\nThe property that all three objects have in common is blue.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "North America", "Europe", "Asia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4150/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is North America.", "split": "test"}
{"question": "What can Austin and Colin trade to each get what they want?", "choices": ["Colin can trade his broccoli for Austin's oranges.", "Colin can trade his almonds for Austin's tomatoes.", "Austin can trade his tomatoes for Colin's carrots.", "Austin can trade his tomatoes for Colin's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nAustin and Colin open their lunch boxes in the school cafeteria. Neither Austin nor Colin got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nAustin's lunch Colin's lunch", "image": "data/scienceqa/images/test/4153/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nAustin wants broccoli. Colin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which month is the hottest on average in Cape Town?", "choices": ["April, May, and November", "December, January, February, and March", "August, September, October, and November"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/4156/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.", "solution": "To describe the average temperature trends in Cape Town, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in December, January, February, and March are around 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are the hottest months on average.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["silane", "nitrogen", "ethane"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4164/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Select the organism in the same species as the great gray owl.", "choices": ["Strix nebulosa", "Goura victoria", "Cyanocitta cristata"], "answer": 0, "hint": "This organism is a great gray owl. Its scientific name is Strix nebulosa.", "image": "data/scienceqa/images/test/4167/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great gray owl's scientific name is Strix nebulosa.\nGoura victoria does not have the same scientific name as a great gray owl. So, Strix nebulosa and Goura victoria are not in the same species.\nCyanocitta cristata does not have the same scientific name as a great gray owl. So, Strix nebulosa and Cyanocitta cristata are not in the same species.\nStrix nebulosa has the same scientific name as a great gray owl. So, these organisms are in the same species.", "split": "test"}
{"question": "Identify the question that Ivan's experiment can best answer.", "choices": ["Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?", "Can pennies hold more drops of pure water or water mixed with hand soap?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nIvan used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Ivan recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Ivan compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/4168/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["sticky", "opaque", "blue"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/4176/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. The caramel corn is opaque, but the tape is not.\nA sticky object can attach or stick to other things. All three objects are sticky.\nBlue is a color.\nThis color is blue. The cake batter and the caramel corn are not blue.\nThe property that all three objects have in common is sticky.", "split": "test"}
{"question": "Select the organism in the same species as the peregrine falcon.", "choices": ["Phoebastria nigripes", "Ardea alba", "Falco peregrinus"], "answer": 2, "hint": "This organism is a peregrine falcon. Its scientific name is Falco peregrinus.", "image": "data/scienceqa/images/test/4187/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A peregrine falcon's scientific name is Falco peregrinus.\nPhoebastria nigripes does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Phoebastria nigripes are not in the same species.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea alba are not in the same species.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the earthworm?", "choices": ["mushroom", "barren-ground caribou", "lichen", "grizzly bear", "parasitic jaeger"], "answer": 4, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/4203/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nNo arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.\nThe only arrow pointing from the lichen leads to the barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the lichen to the earthworm.\nThere are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.There is one path matter can take from the parasitic jaeger to the earthworm: parasitic jaeger->rough-legged hawk->earthworm.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/4205/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["crown-of-thorns sea star", "peppered moth"], "answer": 0, "hint": "s have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.\nFigure: Spanish shawl nudibranch.", "image": "data/scienceqa/images/test/4214/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Spanish shawl nudibranch.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the Spanish shawl nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe crown-of-thorns sea star has venomous spines and brightly colored skin. Its skin is adapted to ward off predators.\nThe peppered moth has gray and brown patches on its body. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Which animal is also adapted for climbing trees?", "choices": ["chital", "lar gibbon"], "answer": 1, "hint": "Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.\nFigure: crested black macaque.", "image": "data/scienceqa/images/test/4216/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/4217/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Iowa", "New Hampshire", "Vermont", "New York"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4231/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Which month is the wettest on average in Christchurch?", "choices": ["December", "May", "April"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/4246/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nEarth is the largest planet that is made mainly of rock.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/4248/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth is the largest. So, Earth is the largest planet that is made mainly of rock.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/4263/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.", "split": "test"}
{"question": "What can Jonah and Cassie trade to each get what they want?", "choices": ["Cassie can trade her broccoli for Jonah's oranges.", "Jonah can trade his tomatoes for Cassie's carrots.", "Cassie can trade her almonds for Jonah's tomatoes.", "Jonah can trade his tomatoes for Cassie's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJonah and Cassie open their lunch boxes in the school cafeteria. Neither Jonah nor Cassie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJonah's lunch Cassie's lunch", "image": "data/scienceqa/images/test/4271/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJonah wants broccoli. Cassie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["analogous structures", "homologous structure"], "answer": 1, "hint": "Read the text.\nBiologists can look at how related two animals are by comparing their body parts, or structures. Analogous structures are parts with the same purpose but with different structures, like a fin and a flipper. Different species may develop analogous structures when they live in similar environments even if they aren't closely related.\nHomologous structures, however, may show that species are related by indicating they have common ancestors. A whale is a mammal, which makes it more closely related to a bear than to a fish, and a whale's flipper has bones like those in a bear's paw. Though they are different shapes and sizes, the arrangement of bones is similar.", "image": "data/scienceqa/images/test/4281/image.png", "task": "closed choice", "grade": "grade8", "subject": "language science", "topic": "word-study", "category": "Domain-specific vocabulary", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "Homologous structures have the same basic parts and suggest different species shared a common ancestor. A person's arm and a frog's arm are both made of a similar set of bones, even though the bones within a frog's arm are differently sized and shaped than those in a human's.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Laramie", "Bismarck", "Pierre", "Sioux Falls"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4287/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["Japanese tree frog", "human"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk. A sea otter is an example of a mammal.", "image": "data/scienceqa/images/test/4288/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA Japanese tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Memphis", "Harrisburg", "Nashville", "Montgomery"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4291/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Santa Fe", "Boise", "Topeka", "Madison"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4301/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Which rhetorical appeal is primarily used in this ad?", "choices": ["logos (reason)", "ethos (character)", "pathos (emotion)"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4310/image.png", "task": "closed choice", "grade": "grade12", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to pathos, or emotion, by evoking a fear of social exclusion.", "split": "test"}
{"question": "Based on the map, which of the following areas did the Mongol Empire control?", "choices": ["East Asia", "Southeast Asia", "South Asia"], "answer": 0, "hint": "The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.", "image": "data/scienceqa/images/test/4317/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "world-history", "category": "Medieval Asia", "skill": "The Mongol Empire", "lecture": "", "solution": "Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.\nThe map shows that the Mongol Empire controlled many parts of East Asia, Central Asia, Siberia, and the Middle East.\nThe Mongol Empire did not control Southeast Asia or South Asia.", "split": "test"}
{"question": "Is shampoo a mineral?", "choices": ["yes", "no"], "answer": 1, "hint": "Shampoo has the following properties:\nnot a pure substance\nno fixed crystal structure\nhuman-made\nliquid", "image": "data/scienceqa/images/test/4339/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Shampoo does not have all the properties of a mineral. So, shampoo is not a mineral.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["flexible", "yellow", "fuzzy"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/4340/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nYellow is a color.\nThis color is yellow. The rubber duck is yellow, but the trampoline and the metal paper clip are not.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is flexible.", "split": "test"}
{"question": "Which better describes the Okavango Delta ecosystem?", "choices": ["It has soil that is rich in nutrients. It also has other water ecosystems nearby.", "It has soil that is poor in nutrients. It also has other water ecosystems nearby."], "answer": 0, "hint": "Figure: Okavango Delta.\nThe Okavango Delta is a wetland ecosystem in Botswana, a country in southern Africa.", "image": "data/scienceqa/images/test/4344/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Okavango Delta has soil that is rich in nutrients. It also has other water ecosystems nearby.", "split": "test"}
{"question": "In this experiment, which were part of a control group?", "choices": ["the steel squares soaked in salt water", "the steel squares soaked in salt water and vinegar"], "answer": 0, "hint": "The passage below describes an experiment.\n\nJessica was using steel to make rusted sculptures. After building each sculpture, she caused it to rust by placing it in salt water for eight hours. Jessica wondered if steel would rust faster if she added vinegar to the salt water.\nJessica cut ten squares of steel sheet metal. She put five of the squares into a tub filled with salt water. She put the other five squares into a tub filled with salt water mixed with vinegar. Once an hour for eight hours, Jessica counted how many steel squares in each group had rust on them.\nFigure: a sculpture made from rusted steel.", "image": "data/scienceqa/images/test/4347/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Jessica investigated whether adding vinegar to salt water affects how quickly steel squares rust. The steel squares soaked in salt water did not get vinegar. So, they were part of a control group.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/4351/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.", "split": "test"}
{"question": "Which animal's mouth is also adapted to get insects out of burrows?", "choices": ["aardvark", "brown hyena"], "answer": 0, "hint": "Long-beaked echidnas eat animals such as insects. These insects often live in holes called burrows. The echidna's mouth is adapted to get insects out of burrows.\nFigure: long-beaked echidna.", "image": "data/scienceqa/images/test/4355/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the long-beaked echidna.\nA tube-shaped snout helps the long-beaked echidna reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe aardvark has a tube-shaped mouth and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe brown hyena has a wide snout. Its mouth is not adapted to get insects out of burrows. The brown hyena uses its mouth to tear through meat.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "South America", "Africa", "North America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4361/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the phytoplankton?", "choices": ["orca", "sea cucumber", "sea urchin"], "answer": 1, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/4385/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the phytoplankton.There are two paths matter can take from the phytoplankton to the sea cucumber: phytoplankton->plainfin midshipman->sea cucumber. phytoplankton->zooplankton->plainfin midshipman->sea cucumber. There is one path matter can take from the phytoplankton to the black rockfish: phytoplankton->zooplankton->black rockfish. orca. The only arrow pointing to the orca starts from the sea otter. The only arrow pointing to the sea otter starts from the sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the orca.. sea urchin. The only arrow pointing to the sea urchin starts from the kelp. No arrow points to the kelp. So, in this food web, matter does not move from the phytoplankton to the sea urchin..", "split": "test"}
{"question": "Which property matches this object?", "choices": ["translucent", "colorful"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/4394/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The wet ice cube is not colorful.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The wet ice cube is translucent.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Lincoln", "Honolulu", "Hilo", "Juneau"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4443/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/4444/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "New Zealand", "the Federated States of Micronesia", "Papua New Guinea"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4459/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Papua New Guinea.\nWhy does Papua New Guinea share its island with another country?\nPapua New Guinea takes up the eastern half of the island of New Guinea. The western half is part of Indonesia, an Asian country.\nBeginning in the 17 th century, several countries took control of different parts of the island of New Guinea. By 1922, Australia controlled the entire eastern half of the island, and the Netherlands controlled the western half. In 1963, control over the western half was transferred to Indonesia, which had just gained independence from the Netherlands. Many people in western New Guinea did not want to become part of Indonesia, though, and some people in this area are still fighting to leave Indonesia today. The eastern part gained independence from Australia in 1975 and became Papua New Guinea.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Colorado", "Arkansas", "Idaho", "South Carolina"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4474/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/4482/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/4500/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.", "split": "test"}
{"question": "What is the capital of Michigan?", "choices": ["Pierre", "Charleston", "Grand Rapids", "Lansing"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4505/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lansing is the capital of Michigan.", "split": "test"}
{"question": "Which better describes the Serengeti National Park ecosystem?", "choices": ["It has a rainy season and a dry season. It also has long, cold winters.", "It has warm summers and warm winters. It also has soil that is poor in nutrients."], "answer": 1, "hint": "Figure: Serengeti National Park.\nSerengeti National Park is a savanna grassland ecosystem in Tanzania, a country in eastern Africa.", "image": "data/scienceqa/images/test/4512/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, Serengeti National Park has warm summers and warm winters. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "New York", "Delaware", "Vermont"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4519/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/4532/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New York", "Connecticut", "New Hampshire", "Massachusetts"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4537/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Connecticut.", "split": "test"}
{"question": "Which animal's limbs are also adapted for climbing trees?", "choices": ["okapi", "Sumatran orangutan"], "answer": 1, "hint": "Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.", "image": "data/scienceqa/images/test/4553/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Sumatran orangutan has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe okapi has long, thin limbs. Its limbs are not adapted for climbing trees. The okapi uses its limbs for walking and running.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged among dead leaves?", "choices": ["plated leaf chameleon", "Arctic wolf"], "answer": 0, "hint": "Dead leaf mantises are found in forests. The mantis is adapted to be camouflaged among dead leaves.\nFigure: dead leaf mantis.", "image": "data/scienceqa/images/test/4554/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the dead leaf mantis.\nThe dead leaf mantis has a reddish-brown body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\nThis Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["Spokane", "Bridgeport", "New Haven", "Hartford"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4562/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "Identify the question that Janelle's experiment can best answer.", "choices": ["Do radish plants grown under bright light have more leaves than radish plants grown under dim light?", "Do radishes grown under bright light get bigger than radishes grown under dim light?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJanelle planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Janelle watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.", "image": "data/scienceqa/images/test/4575/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Africa", "South America", "Europe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4578/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "How does thick fur help animals in wintertime?", "choices": ["It keeps them warm by trapping their body heat.", "It makes them look older."], "answer": 0, "hint": "Read the passage about winter coats.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.\nSome animals, like arctic foxes, also change coat colors in winter. They shed their brown fur and grow thick white coats. Their white coats help them hide from other animals in the snow.", "image": "data/scienceqa/images/test/4583/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "reading-comprehension", "category": "Independent reading comprehension", "skill": "Read and understand informational passages", "lecture": "", "solution": "Look at the passage. It tells you how thick fur helps animals in wintertime.\nPeople put on winter coats when it's cold outside, and some animals have winter coats, too! They grow extra-thick coats of fur to keep warm in winter. The thick fur traps their body heat and keeps it close to their skin. Many wild animals grow winter coats. But so do some cats and dogs.", "split": "test"}
{"question": "Select the organism in the same genus as the axolotl.", "choices": ["Python reticulatus", "Tigrisoma mexicanum", "Ambystoma opacum"], "answer": 2, "hint": "This organism is an axolotl. Its scientific name is Ambystoma mexicanum.", "image": "data/scienceqa/images/test/4594/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An axolotl's scientific name is Ambystoma mexicanum. The first word of its scientific name is Ambystoma.\nPython reticulatus is in the genus Python. The first word of its scientific name is Python. So, Python reticulatus and Ambystoma mexicanum are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Ambystoma mexicanum are in the same genus.\nTigrisoma mexicanum and Ambystoma mexicanum are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tigrisoma mexicanum and Ambystoma mexicanum have the same species name within their genus, mexicanum. But the first words of their scientific names are different. Tigrisoma mexicanum is in the genus Tigrisoma, and Ambystoma mexicanum is in the genus Ambystoma.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["crocodile egg", "palm leaf"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/4604/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe palm leaf fossil is in a deeper layer in the rock sequence than the crocodile egg fossil. So, the palm leaf fossil is most likely older than the crocodile egg fossil.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["poison dart frog", "helmeted iguana"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. A golden frog is an example of an amphibian.", "image": "data/scienceqa/images/test/4624/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA poison dart frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Kitts and Nevis", "Barbados", "Haiti", "Antigua and Barbuda"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4631/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Antigua and Barbuda.", "split": "test"}
{"question": "Which statement describes the Cerrado ecosystem?", "choices": ["It has warm summers and warm winters.", "It has a small amount of rain."], "answer": 0, "hint": "Figure: Cerrado.\nThe savanna grasslands of Brazil are called the Cerrado. The Cerrado covers over one-fifth of Brazil and is home to termites, anteaters, armadillos, and other organisms.", "image": "data/scienceqa/images/test/4639/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a rainy season and a dry season. It has warm summers and warm winters. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain.", "split": "test"}
{"question": "What is the probability that a muskmelon plant produced by this cross will be homozygous recessive for the fruit taste gene?", "choices": ["2/4", "1/4", "0/4", "3/4", "4/4"], "answer": 2, "hint": "In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sweet fruit (f) is recessive to the allele for sour fruit (F).\nThis Punnett square shows a cross between two muskmelon plants.", "image": "data/scienceqa/images/test/4645/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4", "solution": "", "split": "test"}
{"question": "What can Jaylen and Porter trade to each get what they want?", "choices": ["Jaylen can trade his tomatoes for Porter's broccoli.", "Porter can trade his almonds for Jaylen's tomatoes.", "Jaylen can trade his tomatoes for Porter's sandwich.", "Porter can trade his broccoli for Jaylen's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJaylen and Porter open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/4657/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Jaylen wanted broccoli in his lunch and Porter was hoping for tomatoes. Look at the labeled part of the images.\nJaylen has tomatoes. Porter has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["rough", "soft", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/4670/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA rough object feels scratchy when you touch it. All three objects are rough.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is rough.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Nauru", "the Federated States of Micronesia", "the Marshall Islands", "Samoa"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/4690/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Which animal's feet are also adapted for grabbing prey?", "choices": ["Malayan tapir", "common buzzard"], "answer": 1, "hint": "Golden eagles eat fish, mammals, and other birds. The 's feet are adapted to grab prey.\nFigure: golden eagle.", "image": "data/scienceqa/images/test/4708/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the golden eagle.\nThe golden eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the golden eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common buzzard has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe Malayan tapir has large, heavy feet. Its feet are not adapted for grabbing prey. The Malayan tapir uses its feet to walk and run.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Harrisburg", "Dover", "Montpelier", "Concord"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/4709/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "Which rock layer is older?", "choices": ["the limestone layer", "the sandstone layer"], "answer": 1, "hint": "The following diagram shows an example of a rock sequence. Use the rock sequence to answer the question below.", "image": "data/scienceqa/images/test/4717/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Interpret evidence from fossils in rock layers", "lecture": "", "solution": "Look at the diagram of the rock sequence. The double-headed arrow on the left tells you how the rock layers are arranged by age. In this diagram, the older layer is shown below the younger layer.\nThe sandstone layer is older than the limestone layer.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["New Mexico", "New York", "Indiana", "Delaware"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4718/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Albany", "Annapolis", "Cambridge", "Boston"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4720/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a green ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/4740/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 3 solute particles on the left side of the membrane and 5 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/4749/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Rhode Island", "Indiana", "New Hampshire", "Massachusetts"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/4753/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "Which of the following organisms is the primary consumer in this food web?", "choices": ["orca", "phytoplankton", "sea urchin", "black rockfish"], "answer": 2, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/4757/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is not a producer. So, the black rockfish is not a primary consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a producer. So, the orca is not a primary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is a producer, so the sea urchin is a primary consumer.\nThe kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Oklahoma City", "Knoxville", "Nashville", "Boise"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4809/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Tonga", "Fiji", "Vanuatu"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/4817/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Denver", "Boulder", "Olympia", "Tallahassee"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/4828/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/4832/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/4833/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.", "split": "test"}
{"question": "Which animal is also adapted to use its neck to appear large and scary to a predator?", "choices": ["bearded dragon", "green anole"], "answer": 0, "hint": "Spectacled cobras are snakes. Their predators include mongooses and eagles. The cobra uses its neck to appear large and scary to a predator.\nFigure: spectacled cobra.", "image": "data/scienceqa/images/test/4834/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the spectacled cobra.\nWhen frightened, the spectacled cobra can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bearded dragon has spiny scales around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe green anole has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.", "split": "test"}
{"question": "What can Maya and Hanson trade to each get what they want?", "choices": ["Maya can trade her tomatoes for Hanson's carrots.", "Hanson can trade his almonds for Maya's tomatoes.", "Hanson can trade his broccoli for Maya's oranges.", "Maya can trade her tomatoes for Hanson's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMaya and Hanson open their lunch boxes in the school cafeteria. Neither Maya nor Hanson got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMaya's lunch Hanson's lunch", "image": "data/scienceqa/images/test/4836/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nMaya wants broccoli. Hanson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["Banggai cardinalfish", "black howler", "snowy owl", "gray crowned crane"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA red kangaroo is an example of a mammal.", "image": "data/scienceqa/images/test/4844/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A snowy owl is a bird. It has feathers, two wings, and a beak.\nSnowy owls live in cold places. Even their feet have feathers to keep warm!\nA gray crowned crane is a bird. It has feathers, two wings, and a beak.\nCranes wade in shallow water to look for food. Cranes eat insects, worms, and plants.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.", "split": "test"}
{"question": "Select the organism in the same species as the Christmas tree worm.", "choices": ["Sphodromantis viridis", "Spirobranchus giganteus", "Macropus giganteus"], "answer": 1, "hint": "This organism is a Christmas tree worm. Its scientific name is Spirobranchus giganteus.", "image": "data/scienceqa/images/test/4851/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Christmas tree worm's scientific name is Spirobranchus giganteus.\nSphodromantis viridis does not have the same scientific name as a Christmas tree worm. So, Spirobranchus giganteus and Sphodromantis viridis are not in the same species.\nMacropus giganteus does have the same species within its genus as a Christmas tree worm, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species.\nSpirobranchus giganteus has the same scientific name as a Christmas tree worm. So, these organisms are in the same species.", "split": "test"}
{"question": "Is andesite a mineral or a rock?", "choices": ["mineral", "rock"], "answer": 1, "hint": "Andesite has the following properties:\nfound in nature\nsolid\nnot a pure substance\nnot made by living things\nmade up of coarse and fine mineral grains\nno fixed crystal structure", "image": "data/scienceqa/images/test/4865/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "The properties of andesite match the properties of a rock. So, andesite is a rock.", "split": "test"}
{"question": "Which month has the lowest average precipitation in London?", "choices": ["July", "February", "November"], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/4883/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Virginia", "New Hampshire", "South Carolina", "Texas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4897/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Hampshire is farthest north.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["smooth", "rough"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/4914/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Both objects are smooth.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nThe property that both objects have in common is smooth.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Vincent and the Grenadines", "Grenada", "the Dominican Republic", "Trinidad and Tobago"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/4918/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Grenada.", "split": "test"}
{"question": "Which of the following best describes an ecosystem on a prairie in Nebraska?", "choices": ["the sand dunes, the prairie sandreed, and the greater prairie chickens", "the red foxes", "the seeds, the leaves, and the insects"], "answer": 0, "hint": "Read the passage. Then answer the question below.\n\nIn the Sandhills region of Nebraska, a grassy prairie grows on sand dunes. The roots of grasses, such as the prairie sandreed, help hold the sand in place.\nGreater prairie chickens roam through the grasses eating seeds, leaves, and insects. Adult prairie chickens are prey for coyotes, great horned owls, and red-tailed hawks. Their eggs can be eaten by raccoons, skunks, and red foxes.\nFigure: greater prairie chickens on a Nebraska prairie.", "image": "data/scienceqa/images/test/4919/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe populations, communities, and ecosystems", "lecture": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.", "solution": "", "split": "test"}
{"question": "Which of the following was an independent variable in this experiment?", "choices": ["the number of times the plots were burned each year", "the number of unwanted grasses"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDr. Spencer was the land manager for a prairie that had become overrun by unwanted grasses. These grasses crowded out other plants. Dr. Spencer thought that she could use fire to remove the unwanted grasses and allow other plants to grow. But she didn't know how often the prairie should be burned.\nDr. Spencer marked off six plots within a large area of the prairie. She used carefully controlled fires to burn all of the plants in each plot. She burned three of the plots once a year for three years. She burned the other three plots twice a year for three years. A year after the last fire, Dr. Spencer counted the number of unwanted grasses in each of the six plots.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a fire burning through a prairie.", "image": "data/scienceqa/images/test/4924/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Based on the bubble map, which animals sleep during the day?", "choices": ["koalas", "kangaroos"], "answer": 0, "hint": "This bubble map shows information about different kinds of marsupials.", "image": "data/scienceqa/images/test/4955/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "A bubble map uses lines to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKoalas is directly connected to sleep during the day. This tells you that koalas sleep during the day.", "split": "test"}
{"question": "Which animal's skin is also adapted for survival in cold places?", "choices": ["snowy owl", "hairy armadillo"], "answer": 0, "hint": "Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.\nFigure: polar bear.", "image": "data/scienceqa/images/test/4996/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe hairy armadillo has scales covering much of its skin. Its skin is not adapted for survival in cold places.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Pierre", "Sioux Falls", "Jefferson City", "Rapid City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/4999/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Complete the statement.\nSilicon carbide is ().", "choices": ["a compound", "an elementary substance"], "answer": 0, "hint": "The model below represents silicon carbide. Silicon carbide is a hard substance used in car brakes and in bulletproof vests.", "image": "data/scienceqa/images/test/5000/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents the compound pyrite.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether silicon carbide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that silicon carbide is composed of carbon atoms and silicon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silicon carbide is composed of two chemical elements: carbon and silicon. Since silicon carbide is composed of multiple chemical elements bonded together, silicon carbide is a compound.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/5018/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which of the following could Bridget's test show?", "choices": ["whether producing more insulin would help the bacteria grow faster", "whether she added enough nutrients to help the bacteria produce 20% more insulin", "whether different types of bacteria would need different nutrients to produce insulin"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Bridget was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Bridget gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.", "image": "data/scienceqa/images/test/5025/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Boulder", "Denver", "Provo", "Lincoln"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5044/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/5049/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["flexible", "hard", "slippery"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/5052/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. All four objects are slippery.\nA hard object does not change shape when pressed or squeezed. The ice hockey rink is hard, but the dish soap, the yogurt, and the butter are not.\nA flexible object can be folded or bent without breaking easily. The ice hockey rink is not flexible.\nThe property that all four objects have in common is slippery.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Vanuatu", "Tuvalu", "Tonga", "Fiji"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5080/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "Which of these continents does the equator intersect?", "choices": ["North America", "Africa", "Europe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5090/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Europe or North America.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Springfield", "Des Moines", "Lincoln", "Jefferson City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5119/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "Select the fish below.", "choices": ["clownfish", "helmeted iguana"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs. A salmon is an example of a fish.", "image": "data/scienceqa/images/test/5144/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A clownfish is a fish. It lives underwater. It has fins, not limbs.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the earthworm?", "choices": ["mushroom", "short-tailed weasel"], "answer": 1, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/5146/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nNo arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.There are three paths matter can take from the bear sedge to the earthworm: bear sedge->brown lemming->Arctic fox->earthworm. bear sedge->brown lemming->snowy owl->earthworm. bear sedge->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. There is one path matter can take from the short-tailed weasel to the earthworm: short-tailed weasel->snowy owl->earthworm. There is one path matter can take from the snowy owl to the earthworm: snowy owl->earthworm.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Alabama", "Texas", "Mississippi", "Arkansas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5175/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Southeast", "lecture": "", "solution": "This state is Alabama.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["bumpy", "sweet"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/5180/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nSugar has a sweet taste. The pretzel is not sweet.\nA bumpy object is covered in lumps and bumps. The pretzel is bumpy.", "split": "test"}
{"question": "Is peridotite a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Peridotite has the following properties:\nsolid\nnot a pure substance\nnaturally occurring\nno fixed crystal structure\nnot made by living things", "image": "data/scienceqa/images/test/5185/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Peridotite does not have all the properties of a mineral. So, peridotite is not a mineral.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["Carassius auratus", "goldfish"], "answer": 1, "hint": "This organism is a goldfish. It is also called Carassius auratus.", "image": "data/scienceqa/images/test/5189/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Carassius auratus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarassius auratus is the organism's scientific name. So, you know that goldfish is the common name.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Rhode Island", "New Hampshire", "Vermont"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5203/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["green tree frog", "human"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk. A red kangaroo is an example of a mammal.", "image": "data/scienceqa/images/test/5210/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Trinidad and Tobago", "Saint Lucia", "Dominica", "the Dominican Republic"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5211/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Trinidad and Tobago.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["rough", "colorful"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/5223/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The velcro is rough.\nA colorful object has one or more bright colors. The velcro is not colorful.", "split": "test"}
{"question": "Which of the following could Emmy's test show?", "choices": ["if the blade guards would break in a crash", "how much the drone weighed with the blade guards", "if adding the blade guards made the drone fly poorly"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nEmmy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Emmy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Emmy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/5238/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Cheyenne", "Laramie", "Savannah", "Denver"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5258/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which of the following could Jasmine's test show?", "choices": ["whether producing more insulin would help the bacteria grow faster", "whether different types of bacteria would need different nutrients to produce insulin", "whether she added enough nutrients to help the bacteria produce 20% more insulin"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Jasmine was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Jasmine gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.", "image": "data/scienceqa/images/test/5272/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["pathos (emotion)", "ethos (character)", "logos (reason)"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5298/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to logos, or reason. It uses a graph to display factual information.", "split": "test"}
{"question": "What is the expected ratio of offspring with yellow pods to offspring with green pods? Choose the most likely ratio.", "choices": ["3:1", "4:0", "0:4", "1:3", "2:2"], "answer": 2, "hint": "In a group of pea plants, some individuals have green pods and others have yellow pods. In this group, the gene for the pod color trait has two alleles. The allele for yellow pods (d) is recessive to the allele for green pods (D).\nThis Punnett square shows a cross between two pea plants.", "image": "data/scienceqa/images/test/5306/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with yellow pods or green pods, consider whether each phenotype is the dominant or recessive allele's version of the pod color trait. The question tells you that the d allele, which is for yellow pods, is recessive to the D allele, which is for green pods.\nYellow pods is the recessive allele's version of the pod color trait. A pea plant with the recessive version of the pod color trait must have only recessive alleles for the pod color gene. So, offspring with yellow pods must have the genotype dd.\nThere are 0 boxes in the Punnett square with the genotype dd.\nGreen pods is the dominant allele's version of the pod color trait. A pea plant with the dominant version of the pod color trait must have at least one dominant allele for the pod color gene. So, offspring with green pods must have the genotype DD or Dd.\nAll 4 boxes in the Punnett square have the genotype DD or Dd.\nSo, the expected ratio of offspring with yellow pods to offspring with green pods is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with yellow pods. Instead, this cross is expected to always produce offspring with green pods.", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Salt Lake City", "Atlanta", "Biloxi", "Concord"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5308/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["sour", "soft", "shiny"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/5311/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nA lemon has a sour taste. The melted marshmallow is not sour.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The melted marshmallow, the apron, and the stuffed dice are not shiny.\nThe property that all four objects have in common is soft.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/5316/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which of the following could Tori's test show?", "choices": ["if the new turbine could turn easily", "how much the new turbine would weigh", "whether the new turbine could produce 10% more electricity"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Tori was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Tori created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.", "image": "data/scienceqa/images/test/5335/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["Solution B", "Solution A", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/5352/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Pennsylvania", "Vermont", "Rhode Island", "New Jersey"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5389/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Northeast", "lecture": "", "solution": "This state is New Jersey.", "split": "test"}
{"question": "Which material is this box made of?", "choices": ["wood", "brick"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5400/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the box.\nThe jewelry box is made of two different materials. The box is made of wood, and the hinges are metal.", "split": "test"}
{"question": "Which animal's skin is also adapted for survival in cold places?", "choices": ["caribou", "scarlet snake"], "answer": 0, "hint": "s live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.\nFigure: Arctic hare.", "image": "data/scienceqa/images/test/5408/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Arctic hare.\nDuring the winter, the Arctic hare has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic hare uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe scarlet snake has thin scales covering its body. Its skin is not adapted for survival in cold places.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["crocodile egg", "fern"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/5415/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe fern fossil is in a deeper layer in the rock sequence than the crocodile egg fossil. So, the fern fossil is most likely older than the crocodile egg fossil.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["toward her hand", "away from her hand"], "answer": 0, "hint": "A hiker uses her hand to clean up litter. She uses a force to pick the litter up off of the ground. This force is a pull.", "image": "data/scienceqa/images/test/5421/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The hiker pulls the litter up off of the ground. The direction of the pull is toward her hand.", "split": "test"}
{"question": "Identify the question that Zach's experiment can best answer.", "choices": ["Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?", "Do steel nails take fewer days to rust in water compared to vinegar?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZach put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Zach checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/5441/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Atlantic Ocean", "the Arctic Ocean", "the Southern Ocean"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5447/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["toward the center of Earth", "away from the center of Earth"], "answer": 0, "hint": "When a diver flips off of a platform, the force of Earth's gravity pulls him downward into the pool.", "image": "data/scienceqa/images/test/5456/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The force of Earth's gravity pulls the diver downward. The direction of the pull is toward the center of Earth.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["golden frog", "cardinalfish"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. A green tree frog is an example of an amphibian.", "image": "data/scienceqa/images/test/5471/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A golden frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA cardinalfish is a fish. It lives underwater. It has fins, not limbs.\nCardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["hard", "soft"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/5474/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA soft object changes shape when you squeeze it. The dress is soft.\nA hard object keeps its shape when you squeeze it. The dress is not hard.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["blue", "sticky"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/5476/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA sticky object can stick to other things. Neither of the objects are sticky.\nBlue is a color.\nThis color is blue. Both objects are blue.\nThe property that both objects have in common is blue.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Grenada", "Antigua and Barbuda", "Trinidad and Tobago", "Saint Vincent and the Grenadines"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5490/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Grenada.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Marshall Islands", "Papua New Guinea", "the Federated States of Micronesia", "Palau"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5499/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "What can Monica and Diana trade to each get what they want?", "choices": ["Monica can trade her tomatoes for Diana's carrots.", "Diana can trade her almonds for Monica's tomatoes.", "Diana can trade her broccoli for Monica's oranges.", "Monica can trade her tomatoes for Diana's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMonica and Diana open their lunch boxes in the school cafeteria. Neither Monica nor Diana got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMonica's lunch Diana's lunch", "image": "data/scienceqa/images/test/5507/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nMonica wants broccoli. Diana wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which animal's mouth is also adapted for bottom feeding?", "choices": ["bat ray", "emperor angelfish"], "answer": 0, "hint": "Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: sturgeon.", "image": "data/scienceqa/images/test/5511/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe emperor angelfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.", "split": "test"}
{"question": "What can Diana and Gabby trade to each get what they want?", "choices": ["Gabby can trade her almonds for Diana's tomatoes.", "Diana can trade her tomatoes for Gabby's sandwich.", "Diana can trade her tomatoes for Gabby's broccoli.", "Gabby can trade her broccoli for Diana's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDiana and Gabby open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/5522/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Diana wanted broccoli in her lunch and Gabby was hoping for tomatoes. Look at the labeled part of the images.\nDiana has tomatoes. Gabby has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which of the following could Tamir's test show?", "choices": ["which design would have the least traffic noise in the concert area", "if at least 20% of the park would be shaded by trees in each design", "which design would have the greatest distance between the concert area and the road"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTamir was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Tamir thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.", "image": "data/scienceqa/images/test/5548/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/5559/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["San Antonio", "Chicago", "San Francisco", "New York City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5573/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Major U.S. cities", "lecture": "", "solution": "The city is San Antonio, Texas. Chicago, New York City, and San Francisco are marked with gray circles on the map below.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["rough", "stretchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/5606/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The pineapple is rough.\nA stretchy object gets longer when you pull on it. The pineapple is not stretchy.", "split": "test"}
{"question": "Which of the following could Diane and Sofia's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDiane and Sofia were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/5611/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which of the following could Brennan's test show?", "choices": ["if the weather station would work when the temperature was 50\u00b0C", "how well the weather station would work when it was windy"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBrennan was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Brennan wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.", "image": "data/scienceqa/images/test/5618/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["Arctic fox", "screech owl"], "answer": 0, "hint": "Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.\nFigure: short-tailed weasel.", "image": "data/scienceqa/images/test/5623/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThis screech owl has gray and brown feathers on its skin. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["camouflage", "mimicry"], "answer": 0, "hint": "Read the text.\nThe way an animal looks can help to keep it safe from predators. Some animals use camouflage. These animals may blend into their environments so that it is hard for them to be seen.\nOther animals find safety in being seen. Many venomous animals, for example, have brightly colored skins that warn off predators.\nFinally, some animals may use mimicry to stay safe. These animals look like, or mimic, venomous animals so that predators will stay away.", "image": "data/scienceqa/images/test/5625/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "vocabulary", "category": "Context clues", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "Camouflage is at work when an animal is hard to see because it looks like its environment. For example, some butterflies look like leaves, so they are better hidden from predators.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Samoa", "Nauru", "Tonga", "New Zealand"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5642/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Samoa.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each pizza", "each pizza . . . the surroundings"], "answer": 1, "hint": "Bridgette was delivering two identical pizzas to a customer. While driving to the customer's house, Bridgette put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.", "image": "data/scienceqa/images/test/5648/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["propane", "hydrazine", "iodine"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5663/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Tucson", "Charleston", "Jackson", "Billings"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5667/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "Select the organism in the same species as the black howler.", "choices": ["Ovis orientalis", "Alouatta caraya", "Ovis canadensis"], "answer": 1, "hint": "This organism is a black howler. Its scientific name is Alouatta caraya.", "image": "data/scienceqa/images/test/5674/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A black howler's scientific name is Alouatta caraya.\nOvis orientalis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis orientalis are not in the same species.\nOvis canadensis does not have the same scientific name as a black howler. So, Alouatta caraya and Ovis canadensis are not in the same species.\nAlouatta caraya has the same scientific name as a black howler. So, these organisms are in the same species.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["sweet", "sour", "blue"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/5691/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. None of the objects are blue.\nSugar has a sweet taste. All three objects are sweet.\nA lemon has a sour taste. None of the objects are sour.\nThe property that all three objects have in common is sweet.", "split": "test"}
{"question": "What is the capital of New Jersey?", "choices": ["Providence", "Trenton", "Jersey City", "Concord"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5694/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Trenton is the capital of New Jersey.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Australia", "Papua New Guinea", "Fiji", "New Zealand"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5696/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Virginia", "Maryland", "Rhode Island"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5697/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["accuracy", "precision"], "answer": 1, "hint": "Read the text.\nIn the sciences, it's important to distinguish between the accuracy and precision of measurements. Accuracy refers to how close measured values are to a true value. Precision refers to how close measured values are to each other. A common metaphor used to illustrate the difference between these terms is a bull's-eye, or target. Darts thrown accurately at a bull's-eye all hit close to the center of the target but not necessarily close to each other. Darts thrown precisely at a bull's-eye, by contrast, all hit the same spot but not necessarily at the center of the bull's-eye.", "image": "data/scienceqa/images/test/5698/image.png", "task": "closed choice", "grade": "grade8", "subject": "language science", "topic": "word-study", "category": "Domain-specific vocabulary", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "Precision refers to how close measurements are to each other. On a bull's-eye, a series of precise dart throws would all cluster around the same spot.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["polar bear", "porcupine"], "answer": 0, "hint": "Short-tailed weasels live in cold, snowy areas in Europe. The short tailed weasel is adapted to be camouflaged in the snow.\nFigure: short-tailed weasel.", "image": "data/scienceqa/images/test/5725/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the short-tailed weasel.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe polar bear has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe porcupine has black-and-white spines covering its body. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "What is the capital of Minnesota?", "choices": ["Saint Paul", "Columbus", "Lincoln", "San Francisco"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5736/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Saint Paul is the capital of Minnesota.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Virginia", "South Carolina", "Idaho", "Connecticut"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5748/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["fragile", "transparent", "opaque"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/5770/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nAn opaque object does not let light through. The ceramic plate is opaque, but the icicle, the window, and the glass are not.\nYou can see clearly through a transparent object. The window and the glass are transparent, but the ceramic plate is not.\nThe property that all four objects have in common is fragile.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/5774/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/5781/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Boston", "Manchester", "Des Moines", "Concord"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5795/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Phoenix", "Sacramento", "Cheyenne", "Tucson"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/5801/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "New Zealand", "Kiribati", "the Marshall Islands"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5805/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Missouri", "Wyoming", "Delaware", "Texas"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/5806/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/5812/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What can Kevin and Aaliyah trade to each get what they want?", "choices": ["Aaliyah can trade her broccoli for Kevin's oranges.", "Kevin can trade his tomatoes for Aaliyah's broccoli.", "Kevin can trade his tomatoes for Aaliyah's carrots.", "Aaliyah can trade her almonds for Kevin's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKevin and Aaliyah open their lunch boxes in the school cafeteria. Neither Kevin nor Aaliyah got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKevin's lunch Aaliyah's lunch", "image": "data/scienceqa/images/test/5816/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nKevin wants broccoli. Aaliyah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which of the following could Stanley's test show?", "choices": ["if the sample fabric would absorb one drop of water in less than one second", "how long it would take the sample fabric to dry after it absorbed one drop of water", "how much athletes would sweat in the fabric"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nStanley, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Stanley thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.", "image": "data/scienceqa/images/test/5828/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Asia", "Australia", "Africa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5836/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "Which of the following could Anita and Gabby's test show?", "choices": ["if the concrete from each batch took the same amount of time to dry", "if a new batch of concrete was firm enough to use"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nAnita and Gabby were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/5864/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Select the mammal below.", "choices": ["wombat", "barn owl", "flamingo", "ocean sunfish"], "answer": 0, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA rabbit is an example of a mammal.", "image": "data/scienceqa/images/test/5886/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/5888/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What is the capital of Delaware?", "choices": ["Harrisburg", "Dover", "Wilmington", "Georgetown"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5890/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Dover is the capital of Delaware.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/5912/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["dwarf crocodile", "gorilla"], "answer": 0, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A Galapagos giant tortoise is an example of a reptile.", "image": "data/scienceqa/images/test/5913/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A dwarf crocodile is a reptile. It has scaly, waterproof skin.\nA gorilla is a mammal. It has fur and feeds its young milk.", "split": "test"}
{"question": "Which of the following could Ivan's test show?", "choices": ["how much athletes would sweat in the fabric", "how long it would take the sample fabric to dry after it absorbed one drop of water", "if the sample fabric would absorb one drop of water in less than one second"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nIvan, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Ivan thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.", "image": "data/scienceqa/images/test/5922/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which bird's beak is also adapted to catch insects?", "choices": ["hanging parrot", "barn swallow"], "answer": 1, "hint": "Common swifts eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common swift.", "image": "data/scienceqa/images/test/5925/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe barn swallow has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds.", "split": "test"}
{"question": "Select the organism in the same genus as the tawny owl.", "choices": ["Cyanocitta cristata", "Strix aluco", "Goura cristata"], "answer": 1, "hint": "This organism is a tawny owl. Its scientific name is Strix aluco.", "image": "data/scienceqa/images/test/5933/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A tawny owl's scientific name is Strix aluco. The first word of its scientific name is Strix.\nGoura cristata is in the genus Goura. The first word of its scientific name is Goura. So, Goura cristata and Strix aluco are not in the same genus.\nThis organism and the tawny owl are in the same genus and the same species! Both organisms have the same scientific name, Strix aluco.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix aluco are not in the same genus.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Wilmington", "Nashville", "Columbia", "Cheyenne"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5934/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/5956/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["Jackson", "Oklahoma City", "Concord", "Birmingham"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/5981/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "transparent", "slippery"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/5986/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. The wet bar of soap is not transparent.\nA bouncy object will bounce back from the floor if you drop it. The wet bar of soap and the jello are not bouncy.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nThe property that all three objects have in common is slippery.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the bear sedge?", "choices": ["collared lemming", "grizzly bear"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/5991/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bear sedge.\nArrows point to the grizzly bear from the bilberry and the barren-ground caribou. The only arrow pointing to the barren-ground caribou starts from the lichen. No arrow points to the lichen or the bilberry. So, in this food web, matter does not move from the bear sedge to the grizzly bear.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Iguazu Falls.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/5994/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nIguazu Falls is one of the largest waterfalls in the world. It is located in South America. Low rainfall in 1978 caused the falls to run dry that year.\nThe underlined part of the passage tells you about the amount of precipitation that fell near Iguazu Falls in 1978. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which bird's beak is also adapted to crack hard seeds?", "choices": ["common swift", "Asian golden weaver"], "answer": 1, "hint": "Hawfinches eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.\nFigure: hawfinch.", "image": "data/scienceqa/images/test/5995/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the hawfinch.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds. The hawfinch uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe Asian golden weaver has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Spokane", "Seattle", "Olympia", "Phoenix"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/5998/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/6001/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Missouri", "Illinois", "Indiana", "Michigan"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6008/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is Missouri.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the lichen?", "choices": ["grizzly bear", "bear sedge"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/6020/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nNo arrow points to the bear sedge. So, in this food web, matter does not move from the lichen to the bear sedge.", "split": "test"}
{"question": "Which trait do African wild dogs have?", "choices": ["They live in packs with thousands of other African wild dogs.", "They have four legs."], "answer": 1, "hint": "This picture shows two African wild dogs. \nAfrican wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.", "image": "data/scienceqa/images/test/6023/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "literacy-in-science", "category": "Animals", "skill": "Benefits of group behavior: African wild dogs", "lecture": "", "solution": "Both the picture and the text tell you about the traits of African wild dogs. Start with the picture.\nThese African wild dogs have black, brown, and white fur. They also have four legs and two ears.\nNext, read the text about African wild dogs.\nAfrican wild dogs live in groups called packs. Between 3 and 20 adult African wild dogs live together in a pack.\nAfrican wild dogs do live in groups. But the groups are not made up of thousands of dogs.", "split": "test"}
{"question": "Which material is this door made of?", "choices": ["wood", "cardboard"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6028/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the door.\nThis door is made of two different materials. The body of the door is made of wood. The door knob is made of metal.\nNot all doors are made of wood. The body of a door can be made of metal or even glass.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Vincent and the Grenadines", "The Bahamas", "Cuba", "Haiti"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6051/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is The Bahamas.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/6091/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Select the organism in the same genus as the agile wallaby.", "choices": ["Macropus agilis", "Hyla cinerea", "Lacerta agilis"], "answer": 0, "hint": "This organism is an agile wallaby. Its scientific name is Macropus agilis.", "image": "data/scienceqa/images/test/6096/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nHyla cinerea is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla cinerea and Macropus agilis are not in the same genus.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/6099/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Spokane", "Seattle", "Jefferson City", "Olympia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6112/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Which month has the lowest average precipitation in London?", "choices": ["November", "July", "May"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/6115/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in London, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["The Bahamas", "Trinidad and Tobago", "Cuba", "Grenada"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6120/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Trinidad and Tobago.", "split": "test"}
{"question": "Select the organism in the same genus as the green tree frog.", "choices": ["Ardea cinerea", "Strix aluco", "Hyla cinerea"], "answer": 2, "hint": "This organism is a green tree frog. Its scientific name is Hyla cinerea.", "image": "data/scienceqa/images/test/6123/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A green tree frog's scientific name is Hyla cinerea. The first word of its scientific name is Hyla.\nThis organism and the green tree frog are in the same genus and the same species! Both organisms have the same scientific name, Hyla cinerea.\nArdea cinerea and Hyla cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ardea cinerea and Hyla cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Ardea cinerea is in the genus Ardea, and Hyla cinerea is in the genus Hyla.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Hyla cinerea are not in the same genus.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Utah", "Montana", "California", "Idaho"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6129/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is Utah.", "split": "test"}
{"question": "Select the bird below.", "choices": ["great white shark", "white stork"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A toco toucan is an example of a bird.", "image": "data/scienceqa/images/test/6144/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["North Dakota", "Maine", "Iowa", "Kansas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6145/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east.", "split": "test"}
{"question": "In this experiment, which were part of an experimental group?", "choices": ["the plants that were soaked in water and sprayed", "the plants that were only soaked in water"], "answer": 0, "hint": "The passage below describes an experiment.\n\nMartina had six air plants on her desk that were not growing. Once a week, she soaked the air plants in water. But she suspected that they needed more water. She wondered if spraying the air plants with water every day in addition to soaking them would help them grow.\nMartina measured the initial weight of all six air plants. Then, for the next month, she continued to soak all of the air plants once a week. She also sprayed three of the plants every day. At the end of the month, Martina measured the weights of the plants again.\nFigure: an air plant displayed on a rock.", "image": "data/scienceqa/images/test/6152/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Martina investigated whether spraying air plants affects their growth. So, the plants that were soaked in water and sprayed were part of an experimental group.\nThe plants that were only soaked in water were not sprayed. So, they were not part of an experimental group.", "split": "test"}
{"question": "Which of the following could Lamar's test show?", "choices": ["whether the filter was clogged", "the amount of bacteria in the water before it was filtered", "whether an inexpensive filter would become clogged more often"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLamar was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Lamar had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Lamar checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/6201/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["South America", "North America", "Asia", "Europe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6207/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is North America.", "split": "test"}
{"question": "What is the probability that a horse produced by this cross will have a reddish-brown coat?", "choices": ["3/4", "4/4", "0/4", "2/4", "1/4"], "answer": 3, "hint": "In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nThis Punnett square shows a cross between two horses.", "image": "data/scienceqa/images/test/6212/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "What is the probability that a rabbit produced by this cross will have brown fur?", "choices": ["0/4", "4/4", "2/4", "3/4", "1/4"], "answer": 2, "hint": "In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).\nThis Punnett square shows a cross between two rabbits.", "image": "data/scienceqa/images/test/6215/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which of the following could Kathleen and Susan's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKathleen and Susan were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/6219/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What evidence of a flood does this picture show?", "choices": ["The benches on the riverbank are partly underwater.", "There are two benches beside the river."], "answer": 0, "hint": "This picture was taken during a flood. A flood can happen when an area gets a lot of rain in a short time.", "image": "data/scienceqa/images/test/6223/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "earth-science", "category": "Earth events", "skill": "Find evidence of changes to Earth's surface", "lecture": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n", "solution": "", "split": "test"}
{"question": "Select the organism in the same species as the black-tailed jackrabbit.", "choices": ["Lepus californicus", "Erinaceus europaeus", "Sciurus vulgaris"], "answer": 0, "hint": "This organism is a black-tailed jackrabbit. Its scientific name is Lepus californicus.", "image": "data/scienceqa/images/test/6257/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A black-tailed jackrabbit's scientific name is Lepus californicus.\nLepus californicus has the same scientific name as a black-tailed jackrabbit. So, these organisms are in the same species.\nErinaceus europaeus does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Erinaceus europaeus are not in the same species.\nSciurus vulgaris does not have the same scientific name as a black-tailed jackrabbit. So, Lepus californicus and Sciurus vulgaris are not in the same species.", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Raleigh", "Sacramento", "Frankfort", "Charlotte"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6263/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/6266/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.", "split": "test"}
{"question": "Which material is this coat made of?", "choices": ["concrete", "plastic"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6269/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the coat.\nThe coat is made of two materials. The buttons are made of plastic. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.", "split": "test"}
{"question": "Which material is this coat made of?", "choices": ["glass", "wool"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6290/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the coat.\nThe coat is made of two materials. The buckle is made of metal. The rest of the coat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.", "split": "test"}
{"question": "Select the bird below.", "choices": ["flamingo", "gray tree frog"], "answer": 0, "hint": "Birds have feathers, two wings, and a beak. A peregrine falcon is an example of a bird.", "image": "data/scienceqa/images/test/6291/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["smooth", "scratchy", "slippery"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/6304/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. None of the objects are smooth.\nA slippery object is hard to hold onto or stand on. None of the objects are slippery.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nThe property that all three objects have in common is scratchy.", "split": "test"}
{"question": "What can Naomi and Emilia trade to each get what they want?", "choices": ["Emilia can trade her almonds for Naomi's tomatoes.", "Naomi can trade her tomatoes for Emilia's carrots.", "Naomi can trade her tomatoes for Emilia's broccoli.", "Emilia can trade her broccoli for Naomi's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNaomi and Emilia open their lunch boxes in the school cafeteria. Neither Naomi nor Emilia got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNaomi's lunch Emilia's lunch", "image": "data/scienceqa/images/test/6306/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nNaomi wants broccoli. Emilia wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["scratchy", "yellow"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/6308/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The corn on the cob is not scratchy.\nYellow is a color.\nThis color is yellow. The corn on the cob is yellow.", "split": "test"}
{"question": "Are the bubbles in soda a solid, a liquid, or a gas?", "choices": ["a gas", "a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6323/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "The bubbles in soda are filled with carbon dioxide gas. Carbon dioxide gas spreads out to fill a space.\nCarbon dioxide fills all the space inside the bubbles. If the bubbles pop at the surface of the soda, the carbon dioxide will expand to fill a much larger space.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Ohio", "Nevada", "Maine", "Delaware"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6326/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nevada is farthest west.", "split": "test"}
{"question": "Which animal is also adapted to use its neck to appear large and scary to a predator?", "choices": ["lace monitor", "spectacled cobra"], "answer": 1, "hint": "Bearded dragons are lizards. Their predators include owls, eagles, and snakes. The  uses its neck to appear large and scary to a predator.\nFigure: bearded dragon.", "image": "data/scienceqa/images/test/6329/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe spectacled cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe lace monitor has a narrow neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Olympia", "Boise", "Santa Fe", "Pierre"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6331/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Laramie", "Cheyenne", "Salem", "Grand Rapids"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6334/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "What is the capital of Vermont?", "choices": ["Montpelier", "Harrisburg", "Burlington", "Boston"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6338/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Montpelier is the capital of Vermont.", "split": "test"}
{"question": "Select the chemical formula for this molecule.", "choices": ["He2O2", "HO3", "H2O2", "CH2O2"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6345/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Match chemical formulas to ball-and-stick models", "lecture": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.", "solution": "H is the symbol for hydrogen. O is the symbol for oxygen. This ball-and-stick model shows a molecule with two hydrogen atoms and two oxygen atoms.\nThe chemical formula will contain the symbols H and O. There are two hydrogen atoms, so H will have a subscript of 2. There are two oxygen atoms, so O will have a subscript of 2.\nThe correct formula is H2 O2.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.", "split": "test"}
{"question": "Which of the following could Ernest's test show?", "choices": ["whether a parachute with a 1 m vent would swing too much at 400 km per hour", "how steady a parachute with a 1 m vent was at 200 km per hour", "if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nErnest was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Ernest put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/6371/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Fort Wayne", "Indianapolis", "Pierre", "Austin"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6372/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "The tops of the mountains are at () the valley below.", "choices": ["the same elevation as", "a lower elevation than", "a higher elevation than"], "answer": 2, "hint": "Read the text. Then answer the question.\nMany different features cover Earth's surface. In some places, hills and mountains rise high above the surrounding land. In other places, valleys and canyons drop far below.\nElevation is the height of a location compared to sea level. Elevation is usually measured in feet or meters.\nUse the image to complete the sentence.", "image": "data/scienceqa/images/test/6375/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Topographic maps", "skill": "Read a topographic map", "lecture": "", "solution": "Elevation is the height of a location compared to sea level. The mountains in the picture rise above the valley. So, the tops of the mountains are at a higher elevation than the valley below.", "split": "test"}
{"question": "What can Sarah and Dave trade to each get what they want?", "choices": ["Sarah can trade her tomatoes for Dave's broccoli.", "Dave can trade his almonds for Sarah's tomatoes.", "Sarah can trade her tomatoes for Dave's sandwich.", "Dave can trade his broccoli for Sarah's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSarah and Dave open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/6377/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Sarah wanted broccoli in her lunch and Dave was hoping for tomatoes. Look at the labeled part of the images.\nSarah has tomatoes. Dave has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which better describes the Masoala National Park ecosystem?", "choices": ["It has year-round rain. It also has many different types of organisms.", "It has cold winters. It also has many different types of organisms."], "answer": 0, "hint": "Figure: Masoala National Park.\nMasoala National Park is a tropical rain forest ecosystem in northeastern Madagascar.", "image": "data/scienceqa/images/test/6381/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Masoala National Park has year-round rain. It also has many different types of organisms.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Asia", "Antarctica"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6387/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Australia.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Salt Lake City", "Saint Louis", "Olympia", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6391/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Baltimore", "Trenton", "Annapolis", "Olympia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6400/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Portland", "Salem", "Louisville", "Santa Fe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6406/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Connecticut", "Vermont", "New York", "Pennsylvania"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6408/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "What can Tara and Jeremiah trade to each get what they want?", "choices": ["Jeremiah can trade his almonds for Tara's tomatoes.", "Jeremiah can trade his broccoli for Tara's oranges.", "Tara can trade her tomatoes for Jeremiah's carrots.", "Tara can trade her tomatoes for Jeremiah's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTara and Jeremiah open their lunch boxes in the school cafeteria. Neither Tara nor Jeremiah got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTara's lunch Jeremiah's lunch", "image": "data/scienceqa/images/test/6412/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nTara wants broccoli. Jeremiah wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Tallahassee", "Charleston", "Helena", "Nashville"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6445/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/6454/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Complete the statement.\nEthane is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of ethane. Ethane is used to make plastic bags.", "image": "data/scienceqa/images/test/6457/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether ethane is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethane is composed of six hydrogen atoms and two carbon atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethane is composed of two chemical elements: hydrogen and carbon. Since ethane is composed of multiple chemical elements bonded together, ethane is a compound.", "split": "test"}
{"question": "Why did young Mae look at the stars?", "choices": ["She wanted to watch the weather.", "She wanted to travel to outer space."], "answer": 1, "hint": "Read the passage about Mae Jemison.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space.\nMae grew up and became a doctor. But she never forgot her dreams of space. So, a few years later, she became an astronaut, too. That's someone who is trained to travel in space. Mae made history in 1992 when she blasted off in the space shuttle Endeavour. She was the first African American woman to travel in space!", "image": "data/scienceqa/images/test/6467/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "reading-comprehension", "category": "Independent reading comprehension", "skill": "Read and understand informational passages", "lecture": "", "solution": "Look at the passage. It tells you why young Mae looked at the stars.\nMae Jemison always wanted to go to space. As a child, she looked at the stars and dreamed of flying there. She also liked to read books about stars, planets, and space.", "split": "test"}
{"question": "Identify the question that Pamela's experiment can best answer.", "choices": ["Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?", "Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPamela prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Pamela soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Pamela scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/6469/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Is the air moving through a trombone a solid, a liquid, or a gas?", "choices": ["a gas", "a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6502/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "The air moving through a trombone is a gas. A gas expands to fill a space.\nThe air in a trombone expands to fill all the space inside the trombone. When air leaves the trombone, the air expands to fill a much larger space.", "split": "test"}
{"question": "Which animal's mouth is also adapted to tear through meat?", "choices": ["aardvark", "Eurasian lynx"], "answer": 1, "hint": "Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.\nFigure: leopard.", "image": "data/scienceqa/images/test/6517/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The aardvark uses its mouth to get insects out of holes and burrows.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Chicago.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/6525/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nOn February 12, 1894, a record high wind speed of 87 miles per hour was recorded in Chicago.\nThis passage tells you about the wind speed in Chicago on February 12, 1894. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: Sahara Desert.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/6534/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nThe Sahara Desert covers a large part of northern Africa. It does not get much rainfall each year.\nThe underlined part of the passage tells you about the usual pattern of precipitation in the Sahara Desert. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "New Zealand", "Papua New Guinea", "Australia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6539/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.", "split": "test"}
{"question": "What is the capital of Nebraska?", "choices": ["Newport", "Omaha", "Lincoln", "Lansing"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6541/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lincoln is the capital of Nebraska.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["shiny", "scratchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/6542/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. Both objects are shiny.\nA scratchy object is rough and itchy against your skin. Neither of the objects are scratchy.\nThe property that both objects have in common is shiny.", "split": "test"}
{"question": "What is the capital of South Carolina?", "choices": ["Columbia", "Atlanta", "Charleston", "Frankfort"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6546/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Columbia is the capital of South Carolina.", "split": "test"}
{"question": "Which material is this magnifying glass made of?", "choices": ["glass", "clay"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6553/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the magnifying glass.\nThe magnifying glass is made of two different materials. The handle is made of plastic, and the lens is made of glass.", "split": "test"}
{"question": "Which fish's mouth is also adapted for tearing through meat?", "choices": ["starry moray", "copperband butterflyfish"], "answer": 0, "hint": "Piranhas eat mostly fish. The 's mouth is adapted to tear through meat.\nFigure: piranha.", "image": "data/scienceqa/images/test/6557/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the piranha.\nThe piranha has large, sharp teeth. Its mouth is adapted for tearing through meat. The piranha uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Maryland", "New York", "Rhode Island"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6558/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "Which better describes the Buffalo Gap National Grassland ecosystem?", "choices": ["It has hot summers. It also has soil that is rich in nutrients.", "It has cool winters. It also has cool summers."], "answer": 0, "hint": "Figure: Buffalo Gap National Grassland.\nBuffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota.", "image": "data/scienceqa/images/test/6574/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the Buffalo Gap National Grassland has hot summers. It also has soil that is rich in nutrients.", "split": "test"}
{"question": "What is the capital of New York?", "choices": ["New York City", "Albany", "Buffalo", "Montpelier"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6576/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Albany is the capital of New York.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Palau", "Tonga", "Samoa", "Papua New Guinea"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6578/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Samoa.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Cedar Rapids", "Des Moines", "Indianapolis", "Cheyenne"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6588/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/6608/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["Tallahassee", "Little Rock", "Oklahoma City", "Missoula"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6626/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "What is the capital of Arkansas?", "choices": ["Carson City", "Fayetteville", "Jefferson City", "Little Rock"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6685/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Little Rock is the capital of Arkansas.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/6686/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of the following organisms is the secondary consumer in this food web?", "choices": ["orca", "sea urchin", "kelp bass", "kelp"], "answer": 2, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/6713/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a secondary consumer.\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a primary consumer. So, the orca is not a secondary consumer.\nThe kelp bass has arrows pointing to it from the zooplankton and the plainfin midshipman. The zooplankton and the plainfin midshipman are primary consumers, so the kelp bass is a secondary consumer.\nThe black rockfish has an arrow pointing to it from the zooplankton. The zooplankton is a primary consumer, so the black rockfish is a secondary consumer.\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Santa Fe", "Denver", "Boise", "Colorado Springs"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6717/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["rough", "shiny", "transparent"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/6726/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA rough object feels scratchy when you touch it. The car bumper and the hair clip are not rough.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is shiny.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Santa Fe", "Laramie", "Salt Lake City", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/6734/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/6735/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?", "choices": ["the Elamite Empire", "the Akkadian Empire", "the Babylonian Empire", "the Neo-Sumerian Empire"], "answer": 2, "hint": "Look at the table. Then answer the question below.", "image": "data/scienceqa/images/test/6738/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "world-history", "category": "Ancient Mesopotamia", "skill": "Mesopotamian empires", "lecture": "", "solution": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).", "split": "test"}
{"question": "Select the organism in the same genus as the American alligator.", "choices": ["Lithobates catesbeianus", "Ictinia mississippiensis", "Alligator sinensis"], "answer": 2, "hint": "This organism is an American alligator. Its scientific name is Alligator mississippiensis.", "image": "data/scienceqa/images/test/6739/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An American alligator's scientific name is Alligator mississippiensis. The first word of its scientific name is Alligator.\nIctinia mississippiensis and Alligator mississippiensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ictinia mississippiensis and Alligator mississippiensis have the same species name within their genus, mississippiensis. But the first words of their scientific names are different. Ictinia mississippiensis is in the genus Ictinia, and Alligator mississippiensis is in the genus Alligator.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Alligator mississippiensis are not in the same genus.\nAlligator sinensis is in the genus Alligator. The first word of its scientific name is Alligator. So, Alligator sinensis and Alligator mississippiensis are in the same genus.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/6759/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Select the fish below.", "choices": ["emerald tree boa", "bison", "wombat", "piranha"], "answer": 3, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA goldfish is an example of a fish.", "image": "data/scienceqa/images/test/6785/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A bison is a mammal. It has fur and feeds its young milk.\nMale bison have horns. They can use their horns to defend themselves.\nA wombat is a mammal. It has fur and feeds its young milk.\nWombats have strong claws on their front feet. They use their claws to dig underground holes called burrows.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.\nAn emerald tree boa is a reptile. It has scaly, waterproof skin.\nTree boas eat small mammals, birds, lizards, and frogs. Tree boas only need to eat once every few months!", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/6786/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "Haiti", "Cuba", "The Bahamas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6814/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Columbia", "Phoenix", "Salt Lake City", "Provo"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6815/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "Complete the sentence.\nThe mutation in the () affected the structure and function of the ().", "choices": ["chloride channel protein . . . CLCN1 gene", "CLCN1 gene . . . chloride channel protein"], "answer": 1, "hint": "The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.\n\nMuscle movement is controlled by charged atoms called ions. Ions move in and out of muscle cells through tube-like structures called channels.\nOne of these channels is made from the chloride channel protein. The chloride channel protein is encoded by the CLCN1 gene.\nA certain person had a mutation in the CLCN1 gene. Compared to the CLCN1 gene without a mutation, the mutated CLCN1 gene encoded a form of the chloride channel protein with a different structure.\nThis different form of the chloride channel protein allowed fewer ions than normal to travel through it. The person with the mutation had muscles that were slow to relax, which resulted in muscle stiffness. Having muscle stiffness due to a mutation in the CLCN1 gene is called Thomsen disease.\nFigure: muscles in the human body.", "image": "data/scienceqa/images/test/6825/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Describe the effects of gene mutations on organisms", "lecture": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.", "solution": "A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the CLCN1 gene affected the structure and function of the chloride channel protein.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/6880/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["oxygen", "fluoromethane", "carbon tetrachloride"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6886/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Australia", "North America", "Asia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6891/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["green tree frog", "box turtle"], "answer": 1, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A dwarf crocodile is an example of a reptile.", "image": "data/scienceqa/images/test/6899/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Pacific Ocean", "the Southern Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/6902/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Pacific Ocean.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each cake", "each cake . . . the surroundings"], "answer": 1, "hint": "Keenan baked two identical cakes. When he took them out of the oven, he left one cake in its pan and took the other cake out of its pan to put it on a plate. This table shows how the temperature of each cake changed over 5minutes.", "image": "data/scienceqa/images/test/6916/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each cake decreased, which means that the thermal energy of each cake decreased. So, thermal energy was transferred from each cake to the surroundings.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Las Vegas", "San Francisco", "Phoenix", "Salt Lake City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/6940/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the West", "lecture": "", "solution": "The city is Las Vegas, Nevada. Salt Lake City, Phoenix, and San Francisco are marked with gray circles on the map below.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nEarth's volume is more than ten times as great as Mars's volume.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/6955/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of ten times the volume of Mars.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is less than 1.63 x 10^12 km^3. So, Earth's volume is less than ten times as great as Mars's volume.", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["logos (reason)", "pathos (emotion)", "ethos (character)"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/6964/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to pathos, or emotion. It links the product to feelings of happiness.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/6967/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which of the following organisms is the producer in this food web?", "choices": ["silver maple", "beaver", "gray fox", "pine vole"], "answer": 0, "hint": "Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/6981/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe persimmon tree does not have any arrows pointing to it. So, the persimmon tree is a producer.\nThe gray fox has arrows pointing to it, so it is not a producer.\nThe silver maple does not have any arrows pointing to it. So, the silver maple is a producer.\nThe beaver has an arrow pointing to it, so it is not a producer.\nThe pine vole has arrows pointing to it, so it is not a producer.", "split": "test"}
{"question": "Which type of force from the student's finger presses the key on the keyboard?", "choices": ["push", "pull"], "answer": 0, "hint": "A student types on a keyboard. Her finger applies a force to a key.", "image": "data/scienceqa/images/test/6987/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The student's finger applies a force to the key as she types. The direction of this force is away from her finger. This force is a push.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Lincoln", "Columbus", "Chicago", "Jefferson City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7000/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "What can Terrell and Allie trade to each get what they want?", "choices": ["Terrell can trade his tomatoes for Allie's carrots.", "Allie can trade her broccoli for Terrell's oranges.", "Allie can trade her almonds for Terrell's tomatoes.", "Terrell can trade his tomatoes for Allie's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTerrell and Allie open their lunch boxes in the school cafeteria. Neither Terrell nor Allie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTerrell's lunch Allie's lunch", "image": "data/scienceqa/images/test/7005/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nTerrell wants broccoli. Allie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["European beaver", "sable"], "answer": 0, "hint": "Black-bellied whistling ducks live near lakes and streams in North America. They find most of their food in shallow water. The feet of the  are adapted for swimming.\nFigure: black-bellied whistling duck.", "image": "data/scienceqa/images/test/7014/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe sable has hoofed feet. Its feet are not adapted for swimming. The sable uses its feet to walk and run on hard ground.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Boston", "Chicago", "Cambridge", "Concord"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7023/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Saint Paul", "Madison", "Pierre", "Rapid City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7031/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Identify the question that Natalie's experiment can best answer.", "choices": ["Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?", "Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nNatalie prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Natalie soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Natalie scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/7033/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?", "choices": ["mallard", "painted stork"], "answer": 1, "hint": "Great egrets live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.\nFigure: great egret.", "image": "data/scienceqa/images/test/7038/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe painted stork has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe mallard has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Madison, Wisconsin.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/7047/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nMadison, the capital of Wisconsin, is located in the southern part of the state. For two weeks in December, the temperature never rose above 20\u00b0F.\nThe underlined part of the passage tells you what the temperature in Madison was like in December. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/7055/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Select the organism in the same species as the American alligator.", "choices": ["Alligator sinensis", "Alligator mississippiensis", "Aequorea victoria"], "answer": 1, "hint": "This organism is an American alligator. Its scientific name is Alligator mississippiensis.", "image": "data/scienceqa/images/test/7057/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An American alligator's scientific name is Alligator mississippiensis.\nAequorea victoria does not have the same scientific name as an American alligator. So, Alligator mississippiensis and Aequorea victoria are not in the same species.\nAlligator mississippiensis is in the same genus as Alligator sinensis, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Alligator mississippiensis and Alligator sinensis are different species within the same genus.\nAlligator mississippiensis has the same scientific name as an American alligator. So, these organisms are in the same species.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["bouncy", "opaque"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/7059/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\nAn opaque object does not let light through. The tin foil is opaque.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Helena", "Birmingham", "Tucson", "Salem"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7083/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["sticky", "translucent", "sweet"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/7094/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nA sticky object can attach or stick to other things. The honey is sticky, but the marbles are not.\nSugar has a sweet taste. The honey is sweet, but the wet ice cube and the marbles are not.\nThe property that all four objects have in common is translucent.", "split": "test"}
{"question": "What is the capital of Georgia?", "choices": ["Savannah", "Athens", "Atlanta", "Boston"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7115/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Atlanta is the capital of Georgia.", "split": "test"}
{"question": "Which material is these swim goggles made of?", "choices": ["wool", "plastic"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7121/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the swim goggles.\nThe swim goggles are made of two different materials. The lenses are plastic, and the straps are rubber.", "split": "test"}
{"question": "Complete the statement.\nEthanol is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of ethanol. Ethanol can be used as a fuel. Most of the gasoline that is used in the United States is about 10% ethanol.", "image": "data/scienceqa/images/test/7126/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether ethanol is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of ethanol is composed of six hydrogen atoms, two carbon atoms, and one oxygen atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that ethanol is composed of three chemical elements: hydrogen, carbon, and oxygen. Since ethanol is composed of multiple chemical elements bonded together, ethanol is a compound.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["San Antonio", "Boston", "Washington, D.C.", "Atlanta"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7130/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Major U.S. cities", "lecture": "", "solution": "The city is Washington, D.C. San Antonio, Boston, and Atlanta are marked with gray circles on the map below.", "split": "test"}
{"question": "Select the organism in the same genus as the North American beaver.", "choices": ["Castor canadensis", "Ovis canadensis", "Strix varia"], "answer": 0, "hint": "This organism is a North American beaver. Its scientific name is Castor canadensis.", "image": "data/scienceqa/images/test/7134/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A North American beaver's scientific name is Castor canadensis. The first word of its scientific name is Castor.\nThis organism and the North American beaver are in the same genus and the same species! Both organisms have the same scientific name, Castor canadensis.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Castor canadensis are not in the same genus.\nOvis canadensis and Castor canadensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ovis canadensis and Castor canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Ovis canadensis is in the genus Ovis, and Castor canadensis is in the genus Castor.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/7135/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each refrigerator . . . the surroundings", "the surroundings . . . each refrigerator"], "answer": 1, "hint": "Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.", "image": "data/scienceqa/images/test/7140/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.", "split": "test"}
{"question": "Select the fish below.", "choices": ["tiger shark", "leaf-tailed gecko", "Hermann's tortoise", "dwarf crocodile"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA manta ray is an example of a fish.", "image": "data/scienceqa/images/test/7145/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA leaf-tailed gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA dwarf crocodile is a reptile. It has scaly, waterproof skin.\nCrocodiles hunt their prey in or near water.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.", "split": "test"}
{"question": "Select the chemical formula for this molecule.", "choices": ["BF3", "BFe3", "HB3F", "B2F3"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7147/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Match chemical formulas to ball-and-stick models", "lecture": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.", "solution": "B is the symbol for boron. F is the symbol for fluorine. This ball-and-stick model shows a molecule with one boron atom and three fluorine atoms.\nThe chemical formula will contain the symbols B and F. There is one boron atom, so B will not have a subscript. There are three fluorine atoms, so F will have a subscript of 3.\nThe correct formula is BF3.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.", "split": "test"}
{"question": "Which of the following best describes a population in a forest in the Cascade mountains?", "choices": ["the western red cedar trees", "the great horned owls and the northern pygmy owls", "the Douglas fir trees and the long-eared owls"], "answer": 0, "hint": "Read the passage. Then answer the question below.\n\nThe forests in Oregon's Cascade mountains include western red cedar and Douglas fir, two of the tallest tree species in the world. Both of these species can grow to be 100 meters tall, or as tall as a 30-story building!\nSeveral owl species, including long-eared owls, great horned owls, and northern pygmy owls, live in these forests. Owls are nocturnal, which means they are most active at night. During the day, they rest high in the tall trees.\nFigure: fir trees in the Cascade mountains.", "image": "data/scienceqa/images/test/7191/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe populations, communities, and ecosystems", "lecture": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Vanuatu", "the Marshall Islands", "the Federated States of Micronesia", "Solomon Islands"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7209/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Alabama", "Oklahoma", "Arizona", "West Virginia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/7216/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.", "split": "test"}
{"question": "Based on the text, what was one of the things that made Alex different from most parrots?", "choices": ["He loved playing with blocks.", "He was an African grey parrot.", "He was able to do math."], "answer": 2, "hint": "Read the text about Alex the parrot.\nMost parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words!\nAlex's owner taught him for more than thirty years and observed a lot about how parrots learn. People had worked with animals before Alex to see if animals could understand language and math. But Alex proved that animals might be even smarter than we thought!", "image": "data/scienceqa/images/test/7226/image.png", "task": "closed choice", "grade": "grade3", "subject": "language science", "topic": "reading-comprehension", "category": "Informational texts: level 1", "skill": "Read passages about animals", "lecture": "", "solution": "Look at the text in bold below. It tells you what made Alex different from most parrots.\nMost parrots can speak, or at least copy the sounds of people talking. Alex, an African grey parrot, learned to do much more. He knew how to do simple math. In fact, he was capable of adding up to six objects. Alex added up crackers, jelly beans, and blocks. He could also point out seven different colors and six shapes. And he knew more than a hundred words!", "split": "test"}
{"question": "What can Emmet and Kathleen trade to each get what they want?", "choices": ["Emmet can trade his tomatoes for Kathleen's broccoli.", "Emmet can trade his tomatoes for Kathleen's sandwich.", "Kathleen can trade her almonds for Emmet's tomatoes.", "Kathleen can trade her broccoli for Emmet's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEmmet and Kathleen open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/7244/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Emmet wanted broccoli in his lunch and Kathleen was hoping for tomatoes. Look at the labeled part of the images.\nEmmet has tomatoes. Kathleen has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Look at the picture. Which word best describes the sound this lion makes?", "choices": ["roaring", "splashing", "banging"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7270/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "writing-strategies", "category": "Descriptive details", "skill": "Choose the sensory details that match the picture", "lecture": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n", "solution": "Look at the picture.\nThe word roaring describes the sound this lion makes.\nSplashing and banging can also describe sounds. But they do not describe the sounds this lion makes.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the right than to the left", "to the left than to the right"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/7301/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Europe", "Asia", "Africa"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7306/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Europe.", "split": "test"}
{"question": "Identify the question that Farid's experiment can best answer.", "choices": ["Can pennies hold more drops of pure water or water mixed with hand soap?", "Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nFarid used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Farid recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Farid compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/7310/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Hampshire", "Delaware", "Kentucky", "Wisconsin"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7333/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Delaware.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/7336/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which statement describes the Steigerwald Forest ecosystem?", "choices": ["It has soil that is rich in nutrients.", "It has a small amount of rain or snow.", "It has soil that is poor in nutrients."], "answer": 0, "hint": "Figure: Steigerwald Forest.\nThe Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.", "image": "data/scienceqa/images/test/7348/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. It has a small amount of rain or snow.", "split": "test"}
{"question": "How much time passed between the founding of Jamestown, Virginia, and the start of the Revolutionary War?", "choices": ["100 to 150 years", "less than 50 years", "50 to 100 years", "more than 150 years"], "answer": 3, "hint": "Look at the timeline. Then answer the question.", "image": "data/scienceqa/images/test/7349/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "The American Revolution", "skill": "The American Revolution: the Thirteen Colonies under British rule", "lecture": "", "solution": "More than 150 years passed between the founding of the Jamestown colony in Virginia and the start of the Revolutionary War.\nJamestown was founded in 1607. The Revolutionary War started 168 years later, in 1775.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/7367/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["New Zealand falcon", "California gull"], "answer": 1, "hint": "Red-eared sliders are a type of turtle. They are found in ponds, lakes, and rivers in many parts of North America. The feet of the  are adapted for swimming.\nFigure: red-eared slider.", "image": "data/scienceqa/images/test/7373/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the red-eared slider.\nThe red-eared slider has webbed feet. Its feet are adapted for swimming. As it swims, the red-eared slider uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe New Zealand falcon has long toes with sharp claws. Its feet are not adapted for swimming. The New Zealand falcon uses its feet to grab prey.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["New Mexico", "Kansas", "Maryland", "Alabama"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7395/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. New Mexico is farthest west.", "split": "test"}
{"question": "Select the bird below.", "choices": ["flamingo", "cane toad"], "answer": 0, "hint": "Birds have feathers, two wings, and a beak. A pelican is an example of a bird.", "image": "data/scienceqa/images/test/7405/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A flamingo is a bird. It has feathers, two wings, and a beak.\nA cane toad is an amphibian. It has moist skin and begins its life in water.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/7428/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["smooth", "rough"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/7457/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Both objects are rough.\nA smooth object is not scratchy or rough. Neither of the objects are smooth.\nThe property that both objects have in common is rough.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/7462/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Select the organism in the same species as the brown pelican.", "choices": ["Ardea cocoi", "Ictinia mississippiensis", "Pelecanus occidentalis"], "answer": 2, "hint": "This organism is a brown pelican. Its scientific name is Pelecanus occidentalis.", "image": "data/scienceqa/images/test/7465/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A brown pelican's scientific name is Pelecanus occidentalis.\nArdea cocoi does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ardea cocoi are not in the same species.\nPelecanus occidentalis has the same scientific name as a brown pelican. So, these organisms are in the same species.\nIctinia mississippiensis does not have the same scientific name as a brown pelican. So, Pelecanus occidentalis and Ictinia mississippiensis are not in the same species.", "split": "test"}
{"question": "Which fish's mouth is also adapted for tearing through meat?", "choices": ["bull shark", "magnificent rabbitfish"], "answer": 0, "hint": "Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.\nFigure: barracuda.", "image": "data/scienceqa/images/test/7483/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe magnificent rabbitfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/7487/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of the following could Mitchell's test show?", "choices": ["if the sample fabric would absorb one drop of water in less than one second", "how much athletes would sweat in the fabric", "how long it would take the sample fabric to dry after it absorbed one drop of water"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMitchell, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Mitchell thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.", "image": "data/scienceqa/images/test/7488/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Select the organism in the same genus as the Chinese alligator.", "choices": ["Miscanthus sinensis", "Alligator sinensis", "Strix varia"], "answer": 1, "hint": "This organism is a Chinese alligator. Its scientific name is Alligator sinensis.", "image": "data/scienceqa/images/test/7494/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Chinese alligator's scientific name is Alligator sinensis. The first word of its scientific name is Alligator.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Alligator sinensis are not in the same genus.\nMiscanthus sinensis and Alligator sinensis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Miscanthus sinensis and Alligator sinensis have the same species name within their genus, sinensis. But the first words of their scientific names are different. Miscanthus sinensis is in the genus Miscanthus, and Alligator sinensis is in the genus Alligator.\nThis organism and the Chinese alligator are in the same genus and the same species! Both organisms have the same scientific name, Alligator sinensis.", "split": "test"}
{"question": "Identify the question that Pablo's experiment can best answer.", "choices": ["Can pennies hold more drops of pure water or water mixed with hand soap?", "Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPablo used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Pablo recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Pablo compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/7495/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Helena", "Phoenix", "Tucson", "Honolulu"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7497/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Louisville", "Pittsburgh", "Manchester", "Concord"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/7514/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Billings", "Salem", "Portland", "Salt Lake City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7517/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Cuba", "Haiti", "Trinidad and Tobago", "Grenada"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7531/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["robin", "barking tree frog"], "answer": 1, "hint": "Amphibians have moist skin and begin their lives in water. An olive toad is an example of an amphibian.", "image": "data/scienceqa/images/test/7534/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A barking tree frog is an amphibian. It has moist skin and begins its life in water.\nA robin is a bird. It has feathers, two wings, and a beak.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Pennsylvania", "Connecticut", "Massachusetts", "Wisconsin"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7546/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "What type of rock is sandstone?", "choices": ["igneous", "metamorphic", "sedimentary"], "answer": 2, "hint": "This is a piece of sandstone. Sandstone forms below the ground in places like deserts and beaches. This piece of rock shows dark and light layers.\nSandstone forms from sand grains. Sand grains are tiny pieces of rock that are broken off by water, wind, or ice. Layers of sand can build up in some places. Over time, these layers can get compacted into sandstone.", "image": "data/scienceqa/images/test/7548/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Classify rocks as igneous, sedimentary, or metamorphic", "lecture": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.", "solution": "Sandstone is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMaterial that is eroded in nature is called sediment. Sand is a type of sediment. Over time, layers of sand can build up in places like deserts and beaches. The top layers press down on the bottom layers, squeezing out water and air. Sandstone forms when the bottom layers of sand are pressed together to form rock.", "split": "test"}
{"question": "Is pyrite a mineral?", "choices": ["no", "yes"], "answer": 1, "hint": "Pyrite has the following properties:\nsolid\nfound in nature\npure substance\nfixed crystal structure\nnot made by organisms", "image": "data/scienceqa/images/test/7563/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Pyrite has all the properties of a mineral. So, pyrite is a mineral.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["opaque", "salty", "slippery"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/7587/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nAn opaque object does not let light through. All four objects are opaque.\nA slippery object is hard to hold onto or stand on. The license plate is not slippery.\nPotato chips have a salty taste. The ceramic mug and the banana are not salty.\nThe property that all four objects have in common is opaque.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Cheyenne", "Indianapolis", "Carson City", "Santa Fe"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7597/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which solution has a higher concentration of purple particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each purple ball represents one particle of solute.", "image": "data/scienceqa/images/test/7621/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.", "split": "test"}
{"question": "What can Leo and Caden trade to each get what they want?", "choices": ["Caden can trade his broccoli for Leo's oranges.", "Leo can trade his tomatoes for Caden's carrots.", "Leo can trade his tomatoes for Caden's broccoli.", "Caden can trade his almonds for Leo's tomatoes."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLeo and Caden open their lunch boxes in the school cafeteria. Neither Leo nor Caden got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLeo's lunch Caden's lunch", "image": "data/scienceqa/images/test/7626/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nLeo wants broccoli. Caden wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Select the organism in the same genus as the European hedgehog.", "choices": ["Erinaceus europaeus", "Equus zebra", "Caprimulgus europaeus"], "answer": 0, "hint": "This organism is a European hedgehog. Its scientific name is Erinaceus europaeus.", "image": "data/scienceqa/images/test/7653/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A European hedgehog's scientific name is Erinaceus europaeus. The first word of its scientific name is Erinaceus.\nCaprimulgus europaeus and Erinaceus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Caprimulgus europaeus and Erinaceus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Caprimulgus europaeus is in the genus Caprimulgus, and Erinaceus europaeus is in the genus Erinaceus.\nEquus zebra is in the genus Equus. The first word of its scientific name is Equus. So, Equus zebra and Erinaceus europaeus are not in the same genus.\nThis organism and the European hedgehog are in the same genus and the same species! Both organisms have the same scientific name, Erinaceus europaeus.", "split": "test"}
{"question": "Identify the question that Peter's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPeter put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Peter checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/7675/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["logos (reason)", "ethos (character)", "pathos (emotion)"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7694/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to logos, or reason. It mentions the results of laboratory tests.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Arlington", "Madison", "Springfield", "Pierre"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/7707/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Based on the Venn diagram, what do Natty Bumppo and Daniel Boone have in common?", "choices": ["Both fought in the French and Indian War.", "Both were created by writer James Fenimore Cooper."], "answer": 0, "hint": "This Venn diagram compares Natty Bumppo and Daniel Boone.", "image": "data/scienceqa/images/test/7709/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "In a Venn diagram, each circle shows things that are true for a particular topic. The middle, where the two circles overlap, shows things that are true for both topics. This Venn diagram compares Natty Bumppo and Daniel Boone.\nFought in the French and Indian War appears in both the Natty Bumppo circle and the Daniel Boone circle. This tells you that Natty Bumppo and Daniel Boone both fought in the French and Indian War.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\n50% of the planets are made mainly of gas.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/7713/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas.", "split": "test"}
{"question": "Select the organism in the same species as the comet moth.", "choices": ["Sphodromantis viridis", "Argema mittrei", "Acanthaster planci"], "answer": 1, "hint": "This organism is a comet moth. Its scientific name is Argema mittrei.", "image": "data/scienceqa/images/test/7724/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A comet moth's scientific name is Argema mittrei.\nArgema mittrei has the same scientific name as a comet moth. So, these organisms are in the same species.\nSphodromantis viridis does not have the same scientific name as a comet moth. So, Argema mittrei and Sphodromantis viridis are not in the same species.\nAcanthaster planci does not have the same scientific name as a comet moth. So, Argema mittrei and Acanthaster planci are not in the same species.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/7726/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Based on the bubble map, which statement is true?", "choices": ["The Gulf of Mexico contains salt water.", "Lake Michigan contains salt water."], "answer": 0, "hint": "This bubble map shows information about different bodies of water.", "image": "data/scienceqa/images/test/7727/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "A bubble map uses lines to connect things that are related. This bubble map shows information about different bodies of water.\nGulf of Mexico is directly connected to salt water. This tells you that the Gulf of Mexico contains salt water.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["California", "Idaho", "New Mexico", "Nebraska"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/7758/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Nebraska is farthest east.", "split": "test"}
{"question": "Which statement describes the Steigerwald Forest ecosystem?", "choices": ["It has soil that is poor in nutrients.", "It has soil that is rich in nutrients."], "answer": 1, "hint": "Figure: Steigerwald Forest.\nThe Steigerwald Forest is a temperate deciduous forest ecosystem in Bavaria, a state in southern Germany. This forest has many oak and beech trees.", "image": "data/scienceqa/images/test/7759/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Steigerwald Forest ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. It has warm, wet summers and cold, wet winters. The following statement does not describe the Steigerwald Forest: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Tallahassee", "Frankfort", "Montgomery", "Birmingham"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7768/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Wisconsin", "Pennsylvania", "Indiana", "Oklahoma"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/7785/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Oklahoma is farthest south.", "split": "test"}
{"question": "Which better describes the De Biesbosch National Park ecosystem?", "choices": ["It has soil that is rich in nutrients. It also has other water ecosystems nearby.", "It has soil that is poor in nutrients. It also has other water ecosystems nearby."], "answer": 0, "hint": "Figure: De Biesbosch National Park.\nDe Biesbosch National Park is a wetland ecosystem in the Netherlands.", "image": "data/scienceqa/images/test/7804/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, De Biesbosch National Park has soil that is rich in nutrients. It also has other water ecosystems nearby.", "split": "test"}
{"question": "Based on the time line, what does Romeo do after he fights with Tybalt?", "choices": ["He makes a plan with Juliet to run away.", "He meets Juliet at the ball."], "answer": 0, "hint": "This time line shows events from Romeo and Juliet by William Shakespeare.", "image": "data/scienceqa/images/test/7805/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "A time line shows the order of events by placing them along a line. This time line shows events from Romeo and Juliet by William Shakespeare.\nLook at how the events are ordered on the time line. Events that happen earlier are shown to the left. Events that happen later are shown to the right. Romeo and Juliet plan to run away is shown to the right of Tybalt fights with Romeo. So, after Romeo fights with Tybalt, Romeo and Juliet plan to run away.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Seattle", "Cheyenne", "Tucson", "Trenton"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/7829/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Earth's organisms rely on the atmosphere for which of the following?", "choices": ["stable temperatures", "sunlight"], "answer": 0, "hint": "Read the text. Then answer the question.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.", "image": "data/scienceqa/images/test/7832/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Climate change", "skill": "The greenhouse effect", "lecture": "", "solution": "Read the text carefully. The underlined text below shows information about each answer choice.\nEarth is surrounded by a layer of gases called the atmosphere. The gases that make up the atmosphere sustain life on Earth. Living organisms take in and release some of these gases. Gases in the atmosphere also help insulate Earth from extreme temperatures and block some harmful forms of sunlight.\nEarth's atmosphere contains many different gases, including oxygen and carbon dioxide. These gases are both taken in and released by living organisms. Animals breathe in oxygen and breathe out carbon dioxide. Plants use carbon dioxide and release oxygen during photosynthesis.\nSome of the gases that make up the atmosphere also insulate Earth, helping to maintain its stable temperatures.\nWhile many gases interact with sunlight, Earth's atmosphere does not provide sunlight.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/7841/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/7844/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock.", "split": "test"}
{"question": "Which material is this bucket made of?", "choices": ["metal", "porcelain"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/7859/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the bucket.\nThe bucket is made of two different materials. The body is made of plastic, and the handle is made of metal.\nPlastic is a great material for buckets because plastic is waterproof.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["Cenozoic era", "Mesozoic era"], "answer": 1, "hint": "Read the text.\nScientists divide the history of Earth into eras. Different types of animal life help distinguish these eras. We live in the Cenozoic era, which began roughly sixty-six million years ago. The Cenozoic era is known as the Age of Mammals because mammals, like humans, are the largest land animals. During the previous era, called the Mesozoic era, big reptiles, like dinosaurs, were the dominant animal species\u2014it's nicknamed the Age of Reptiles. Some scientists believe that, at the end of the Mesozoic era, a large object from space collided with Earth, helping cause the mass extinction of the dinosaurs and ushering in the Age of Mammals.", "image": "data/scienceqa/images/test/7860/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "vocabulary", "category": "Context clues", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "The Mesozoic era is also known as the Age of Reptiles. During the Mesozoic era, reptiles like dinosaurs were the dominant animal species.", "split": "test"}
{"question": "What can a fern spore grow into?", "choices": ["a mature fern", "a heart-shaped plant"], "answer": 1, "hint": "This diagram shows the life cycle of a fern.", "image": "data/scienceqa/images/test/7888/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Moss and fern life cycles", "lecture": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.", "solution": "After they are released, spores can land on the ground and germinate. When a spore germinates, it grows into a heart-shaped plant.\nMature fern plants grow from fertilized eggs.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tuvalu", "the Marshall Islands", "Kiribati", "Nauru"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/7908/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Kiribati.", "split": "test"}
{"question": "Which better describes the tide pool ecosystems in Little Corona Beach?", "choices": ["It has daily flooding and draining of seawater. It also has water that is poor in nutrients.", "It has daily flooding and draining of seawater. It also has water that is rich in nutrients."], "answer": 1, "hint": "Figure: Little Corona Beach.\nLittle Corona Beach is in southern California. It has many tide pool ecosystems.", "image": "data/scienceqa/images/test/7914/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Little Corona Beach have daily flooding and draining of seawater. They also have water that is rich in nutrients.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/7916/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Is Myrmarachne maxillosa made up of one cell?", "choices": ["yes", "no"], "answer": 1, "hint": "This organism is Myrmarachne maxillosa. It is a member of the animal kingdom.\nMyrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six.", "image": "data/scienceqa/images/test/7917/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Myrmarachne maxillosa is an animal. Animals are made up of many cells.", "split": "test"}
{"question": "Which fish's mouth is also adapted for tearing through meat?", "choices": ["parrotfish", "starry moray"], "answer": 1, "hint": "Sand tiger sharks eat turtles, dolphins, and other fish. The mouth of the tiger shark is adapted to tear through meat.\nFigure: sand tiger shark.", "image": "data/scienceqa/images/test/7927/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the sand tiger shark.\nThe sand tiger shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The sand tiger shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe parrotfish has a small mouth and small teeth. Its mouth is not adapted for tearing through meat. The parrotfish uses its mouth to eat corals.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/7933/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Based on the arrows, which of the following living things is an omnivore?", "choices": ["kelp bass", "zooplankton"], "answer": 0, "hint": "Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.", "image": "data/scienceqa/images/test/7936/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.", "solution": "Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe zooplankton has only one arrow pointing to it. This arrow starts from the phytoplankton. So, the zooplankton is a consumer but not an omnivore.\nThe kelp bass has an arrow pointing to it from the kelp, which is a producer. The kelp bass also has arrows pointing to it from the zooplankton and the plainfin midshipman, which are both consumers. The kelp bass eats a producer and consumers, so it is an omnivore.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Iowa", "Connecticut", "Virginia", "Maine"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8004/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Connecticut.", "split": "test"}
{"question": "Which statement is true about seeds?", "choices": ["A plant's flowers make seeds.", "A plant's fruit makes seeds."], "answer": 0, "hint": "An adult orange tree can grow seeds.", "image": "data/scienceqa/images/test/8012/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Describe and construct flowering plant life cycles", "lecture": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.", "solution": "Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the mushroom?", "choices": ["brown lemming", "bilberry"], "answer": 1, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/8014/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the mushroom.There is one path matter can take from the bilberry to the mushroom: bilberry->grizzly bear->mushroom. There is one path matter can take from the grizzly bear to the mushroom: grizzly bear->mushroom. There are two paths matter can take from the barren-ground caribou to the mushroom: barren-ground caribou->mushroom. barren-ground caribou->grizzly bear->mushroom. There are two paths matter can take from the lichen to the mushroom: lichen->barren-ground caribou->mushroom. lichen->barren-ground caribou->grizzly bear->mushroom. brown lemming. There are three arrows pointing from the brown lemming to other organisms. One arrow points to the Arctic fox. The only arrow pointing from the Arctic fox leads to the earthworm. The second arrow pointing from the brown lemming leads to the short-tailed weasel. The only arrow pointing from the short-tailed weasel leads to the snowy owl. The only arrow pointing from the snowy owl leads to the earthworm. The third arrow pointing from the brown lemming leads to the parasitic jaeger. The only arrow pointing from the parasitic jaeger leads to the rough-legged hawk. The only arrow pointing from the rough-legged hawk leads to the earthworm. No arrows point from the earthworm to any other organisms. So, in this food web, matter does not move from the brown lemming to the mushroom..", "split": "test"}
{"question": "Select the organism in the same genus as the spot-billed pelican.", "choices": ["Ardea herodias", "Pelecanus philippensis", "Bubo scandiacus"], "answer": 1, "hint": "This organism is a spot-billed pelican. Its scientific name is Pelecanus philippensis.", "image": "data/scienceqa/images/test/8018/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A spot-billed pelican's scientific name is Pelecanus philippensis. The first word of its scientific name is Pelecanus.\nBubo scandiacus is in the genus Bubo. The first word of its scientific name is Bubo. So, Bubo scandiacus and Pelecanus philippensis are not in the same genus.\nThis organism and the spot-billed pelican are in the same genus and the same species! Both organisms have the same scientific name, Pelecanus philippensis.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Pelecanus philippensis are not in the same genus.", "split": "test"}
{"question": "What can Bryce and Victor trade to each get what they want?", "choices": ["Victor can trade his broccoli for Bryce's oranges.", "Bryce can trade his tomatoes for Victor's broccoli.", "Victor can trade his almonds for Bryce's tomatoes.", "Bryce can trade his tomatoes for Victor's carrots."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBryce and Victor open their lunch boxes in the school cafeteria. Neither Bryce nor Victor got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBryce's lunch Victor's lunch", "image": "data/scienceqa/images/test/8043/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nBryce wants broccoli. Victor wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What location was involved in the triangular trade?", "choices": ["western Africa", "China"], "answer": 0, "hint": "By the 1700s, merchants in the Thirteen Colonies traded goods across the Atlantic Ocean in a pattern called triangular trade. Look at the map showing this trade. Then answer the question below.", "image": "data/scienceqa/images/test/8049/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "The American Revolution", "skill": "Causes of the American Revolution: introduction to mercantilism and the Navigation Acts", "lecture": "", "solution": "Look at the map.\nThe arrows on the map show that goods moved to and from these locations:\nChina was not involved in the triangular trade.", "split": "test"}
{"question": "Does Asimina triloba have cells that have a nucleus?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Asimina triloba. It is a member of the plant kingdom.\nAsimina triloba is commonly called the pawpaw. Pawpaw trees grow in the southeastern part of the United States. They have large, sweet fruit. The fruit is sometimes called a prairie banana.", "image": "data/scienceqa/images/test/8053/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Asimina triloba is a plant. Plant cells have a nucleus.", "split": "test"}
{"question": "Which of the following could Hector's test show?", "choices": ["whether the filter was clogged", "the amount of bacteria in the water before it was filtered", "whether an inexpensive filter would become clogged more often"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHector was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Hector had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Hector checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/8070/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which trait did Pentasteria have? Select the trait you can observe on the fossil.", "choices": ["red skin", "a long tube-shaped body", "five arms"], "answer": 2, "hint": "This picture shows a fossil of an ancient animal called Pentasteria.\nPentasteria lived in the ocean over 190,000,000 years ago.", "image": "data/scienceqa/images/test/8080/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "What can Sadie and Kira trade to each get what they want?", "choices": ["Kira can trade her almonds for Sadie's tomatoes.", "Sadie can trade her tomatoes for Kira's broccoli.", "Kira can trade her broccoli for Sadie's oranges.", "Sadie can trade her tomatoes for Kira's sandwich."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSadie and Kira open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/8088/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Sadie wanted broccoli in her lunch and Kira was hoping for tomatoes. Look at the labeled part of the images.\nSadie has tomatoes. Kira has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["red salamander", "koala"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. An African bullfrog is an example of an amphibian.", "image": "data/scienceqa/images/test/8090/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A koala is a mammal. It has fur and feeds its young milk.\nA red salamander is an amphibian. It has moist skin and begins its life in water.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "bumpy", "bouncy"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8099/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The basketball is not shiny.\nA bumpy object is covered in lumps and bumps. The rubber ball is not bumpy.\nThe property that all three objects have in common is bouncy.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Cheyenne", "Nashville", "Dover", "Laramie"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8118/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which animal's feet are also adapted for walking on large, floating leaves?", "choices": ["New Zealand falcon", "wattled jacana"], "answer": 1, "hint": "s live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: African jacana.", "image": "data/scienceqa/images/test/8150/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the African jacana.\nThe African jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe wattled jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe New Zealand falcon has medium-sized toes with sharp claws. Its feet are not adapted for walking on floating leaves. The New Zealand falcon uses its feet to grab prey.", "split": "test"}
{"question": "What is the capital of Wisconsin?", "choices": ["Milwaukee", "Madison", "Cheyenne", "Green Bay"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8163/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Madison is the capital of Wisconsin.", "split": "test"}
{"question": "Which animal's mouth is also adapted for bottom feeding?", "choices": ["bat ray", "clown triggerfish"], "answer": 0, "hint": "Armored catfish eat plants and small invertebrates. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: armored catfish.", "image": "data/scienceqa/images/test/8168/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the armored catfish.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The armored catfish uses its mouth to find food hidden in the sediment at the bottom of rivers and streams.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bat ray's mouth is located on the underside of its head. Its mouth points downward. Its mouth is adapted for bottom feeding.\nThe clown triggerfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.", "split": "test"}
{"question": "What can Edwin and Brenda trade to each get what they want?", "choices": ["Brenda can trade her almonds for Edwin's tomatoes.", "Edwin can trade his tomatoes for Brenda's carrots.", "Edwin can trade his tomatoes for Brenda's broccoli.", "Brenda can trade her broccoli for Edwin's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEdwin and Brenda open their lunch boxes in the school cafeteria. Neither Edwin nor Brenda got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nEdwin's lunch Brenda's lunch", "image": "data/scienceqa/images/test/8174/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nEdwin wants broccoli. Brenda wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Washington", "Iowa", "North Dakota", "Nevada"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/8193/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Nevada is farthest south.", "split": "test"}
{"question": "Which of the following could Camille and Lucy's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCamille and Lucy were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/8208/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Select the organism in the same genus as the European nightjar.", "choices": ["Caprimulgus europaeus", "Haliaeetus leucocephalus", "Ulex europaeus"], "answer": 0, "hint": "This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.", "image": "data/scienceqa/images/test/8211/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nHaliaeetus leucocephalus is in the genus Haliaeetus. The first word of its scientific name is Haliaeetus. So, Haliaeetus leucocephalus and Caprimulgus europaeus are not in the same genus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nThis organism and the European nightjar are in the same genus and the same species! Both organisms have the same scientific name, Caprimulgus europaeus.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["sticky", "blue", "bouncy"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8212/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nA sticky object can attach or stick to other things. The toothpaste is sticky, but the slippers and the track suit are not.\nBlue is a color.\nThis color is blue. All three objects are blue.\nThe property that all three objects have in common is blue.", "split": "test"}
{"question": "What can Justine and Caleb trade to each get what they want?", "choices": ["Caleb can trade his almonds for Justine's tomatoes.", "Justine can trade her tomatoes for Caleb's broccoli.", "Caleb can trade his broccoli for Justine's oranges.", "Justine can trade her tomatoes for Caleb's carrots."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJustine and Caleb open their lunch boxes in the school cafeteria. Neither Justine nor Caleb got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJustine's lunch Caleb's lunch", "image": "data/scienceqa/images/test/8213/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJustine wants broccoli. Caleb wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Huntington", "Charleston", "Concord", "Memphis"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8221/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Providence", "Baton Rouge", "Denver", "Colorado Springs"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8230/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Frankfort", "Juneau", "Carson City", "Huntington"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8248/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Select the organism in the same species as the snowy owl.", "choices": ["Bubo scandiacus", "Falco tinnunculus", "Ardea alba"], "answer": 0, "hint": "This organism is a snowy owl. Its scientific name is Bubo scandiacus.", "image": "data/scienceqa/images/test/8252/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A snowy owl's scientific name is Bubo scandiacus.\nFalco tinnunculus does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Falco tinnunculus are not in the same species.\nBubo scandiacus has the same scientific name as a snowy owl. So, these organisms are in the same species.\nArdea alba does not have the same scientific name as a snowy owl. So, Bubo scandiacus and Ardea alba are not in the same species.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Arctic Ocean", "the Pacific Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8259/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Identify the question that Joe's experiment can best answer.", "choices": ["Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?", "Does temperature affect how much bacteria can grow in liquid?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJoe mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Joe used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.", "image": "data/scienceqa/images/test/8269/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Southern Ocean", "the Pacific Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/8294/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Pacific Ocean.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["operant conditioning", "classical conditioning"], "answer": 0, "hint": "Read the text.\nA conditioned response occurs when an animal learns to associate two events that were not originally related. For example, a dog will naturally salivate at the smell of food (an unconditioned response). However, if a dog learns that the sound of a ringing bell is a sure sign that dinner is coming, it will begin to react to the sound of that bell the same way it reacts to the smell of food (a conditioned response). This is called classical conditioning.\nOperant conditioning is a process like classical conditioning. However, in classical conditioning, the events that an animal learns to associate are not under the animal's voluntary control. In operant conditioning, an external event that is either a reward or punishment becomes linked with a voluntary behavior. For example, a student who receives a gold star for sitting quietly is more likely to choose to sit quietly in the future. The behavior (sitting quietly) has become linked in the student's mind with the reward that it produced in the past. Animal trainers rely on operant conditioning to encourage desired behaviors and discourage unwanted ones.", "image": "data/scienceqa/images/test/8296/image.png", "task": "closed choice", "grade": "grade8", "subject": "language science", "topic": "word-study", "category": "Domain-specific vocabulary", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "A dog receiving a treat for sitting and staying is an example of operant conditioning. The treat is a reward that encourages wanted behavior, like sitting, in the future.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "neither; the samples have the same temperature", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/8300/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature.", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["logos (reason)", "ethos (character)", "pathos (emotion)"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8332/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to pathos, or emotion. It triggers feelings of pity for shelter animals.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "South America", "North America", "Australia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8346/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Oceans and continents\t", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/8357/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["lechwe", "blue poison dart frog"], "answer": 1, "hint": "Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.\nFigure: opalescent nudibranch.", "image": "data/scienceqa/images/test/8358/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the opalescent nudibranch.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each battery", "each battery . . . the surroundings"], "answer": 1, "hint": "Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.", "image": "data/scienceqa/images/test/8371/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.", "split": "test"}
{"question": "Which rhetorical appeal is primarily used in this ad?", "choices": ["pathos (emotion)", "logos (reason)", "ethos (character)"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8394/image.png", "task": "closed choice", "grade": "grade12", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to pathos, or emotion, by associating the advertised product with feelings of belonging and familial love.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["scratchy", "breakable"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/8403/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA breakable object will break into pieces if you drop it. The sandpaper is not breakable.\nA scratchy object is rough and itchy against your skin. The sandpaper is scratchy.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Vanuatu", "the Marshall Islands", "Tuvalu", "Solomon Islands"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/8408/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Solomon Islands.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "Saint Vincent and the Grenadines", "Jamaica", "Barbados"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8449/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Jamaica.", "split": "test"}
{"question": "Is a crown a solid, a liquid, or a gas?", "choices": ["a solid", "a gas", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8454/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "A crown is a solid. A solid has a size and shape of its own.\nIf you put a crown on your head, the crown will keep its shape.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Papua New Guinea", "Australia", "the Federated States of Micronesia", "Palau"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8456/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "Is a turtle shell a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "A turtle shell has the following properties:\nbody part of a turtle\nfound in nature\nno fixed crystal structure\nnot a pure substance\nsolid", "image": "data/scienceqa/images/test/8460/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "A turtle shell does not have all the properties of a mineral. So, a turtle shell is not a mineral.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New York", "Pennsylvania", "Delaware", "New Jersey"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8490/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Is the water in a fishbowl a solid, a liquid, or a gas?", "choices": ["a liquid", "a gas", "a solid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8496/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The water in a fishbowl is a liquid. A liquid takes the shape of any container it is in.\nIf you pour water from a fishbowl into a different container, the water will take the shape of that container. But the water will still take up the same amount of space.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Bismarck", "Tallahassee", "Montgomery", "Birmingham"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8497/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Cheyenne", "Sacramento", "Honolulu", "Birmingham"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8502/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "What can Mark and Valeria trade to each get what they want?", "choices": ["Mark can trade his tomatoes for Valeria's broccoli.", "Valeria can trade her broccoli for Mark's oranges.", "Mark can trade his tomatoes for Valeria's sandwich.", "Valeria can trade her almonds for Mark's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMark and Valeria open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/8516/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Mark wanted broccoli in his lunch and Valeria was hoping for tomatoes. Look at the labeled part of the images.\nMark has tomatoes. Valeria has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Harrisburg", "Pittsburgh", "Frankfort", "Providence"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8520/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "What is the capital of Vermont?", "choices": ["Bridgeport", "New Orleans", "Providence", "Montpelier"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/8542/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Montpelier is the capital of Vermont.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["brown-throated sloth", "Bradypus variegatus"], "answer": 1, "hint": "This organism is a brown-throated sloth. It is also called Bradypus variegatus.", "image": "data/scienceqa/images/test/8551/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Bradypus variegatus is the scientific name.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Honolulu", "Carson City", "Hilo", "Denver"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8554/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "Which type of force from the woman's finger will knock over the domino?", "choices": ["pull", "push"], "answer": 1, "hint": "A woman is going to topple a line of dominoes. Her finger applies a force to the first domino to knock it over.", "image": "data/scienceqa/images/test/8571/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The woman's finger applies a force to the domino. This force will knock over the domino. The direction of this force is away from the woman's finger. This force is a push.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "hard", "stretchy"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8587/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA stretchy object gets longer when you pull on it. None of the objects are stretchy.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is hard.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/8606/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Is quartzite a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Quartzite has the following properties:\nnot made by organisms\nmade mostly of quartz\nno fixed crystal structure\nfound in nature\nsolid", "image": "data/scienceqa/images/test/8609/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Quartzite does not have all the properties of a mineral. So, quartzite is not a mineral.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/8614/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Oklahoma City", "Nashville", "New Orleans", "Miami"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/8640/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Southeast", "lecture": "", "solution": "The city is Miami, Florida. Oklahoma City, New Orleans, and Nashville are marked with gray circles on the map below.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Tennessee", "Virginia", "Maryland", "West Virginia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8648/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "What can Gordon and Ariel trade to each get what they want?", "choices": ["Ariel can trade her broccoli for Gordon's oranges.", "Gordon can trade his tomatoes for Ariel's carrots.", "Ariel can trade her almonds for Gordon's tomatoes.", "Gordon can trade his tomatoes for Ariel's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nGordon and Ariel open their lunch boxes in the school cafeteria. Neither Gordon nor Ariel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nGordon's lunch Ariel's lunch", "image": "data/scienceqa/images/test/8676/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nGordon wants broccoli. Ariel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Is Polytrichum commune made up of one cell?", "choices": ["yes", "no"], "answer": 1, "hint": "This organism is Polytrichum commune. It is a member of the plant kingdom.\nPolytrichum commune is also called the common haircap moss. This plant gets its common name from its brown, cap-like structures. Those structures contain spores. After the spores are released, they can settle on the ground and grow into new mosses.", "image": "data/scienceqa/images/test/8692/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Polytrichum commune is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/8709/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/8720/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which of the following could Shelley's test show?", "choices": ["how much the drone weighed with the blade guards", "if adding the blade guards made the drone fly poorly", "if the blade guards would break in a crash"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nShelley was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Shelley wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Shelley put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/8721/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Asia", "South America", "Antarctica"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8722/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["Bridgeport", "Albany", "Hartford", "New Haven"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8727/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "Based on clues in the text, why would farmers have appreciated cats eight thousand years ago?", "choices": ["The cats were thought to be visiting goddesses.", "The cats hunted and brought food to the farmers.", "The cats helped keep the farmers' grain free of mice.", "The cats helped farmers find better places to store grain."], "answer": 2, "hint": "Read the text about cats.\nCats are among the most popular pets in the world. Millions of people have welcomed cats into their homes. Indeed, researchers believe that the relationship between cats and humans goes back to prehistoric times. But throughout history, different cultures and people around the world have had different sentiments about cats. Such feelings have ranged from fear to worship.\nPeople probably first developed friendly relationships with cats around eight thousand years ago, when farming and agriculture had just started to develop in the Middle East. Farmers were growing and storing grain, which in turn attracted mice and other pests. Cats were wild then. However, they were likely drawn to farming communities because there were mice to hunt. The farmers would have noticed and appreciated these visitors. To keep the cats around, these early farmers may have given food and even shelter to the wild cats. The farmers and cats probably helped one another.\nIt wasn't until five thousand years later that the Egyptians started to treat cats as pets. Cats in ancient Egypt were not simply valued, but considered sacred. In paintings, many Egyptian goddesses took the form of cats. People who were caught harming cats were punished severely. Some cats were even made into mummies when they died. Normally, only the richest and most powerful people were buried this way.\nLater in history, some societies thought of the cat as evil. In Europe during the Middle Ages, black cats were especially feared. Some believed that witches turned themselves into black cats at night. The connection between witches and black cats lasted for many years. The idea traveled from Europe to North America as Europeans settled there. However, today cats of all colors are beloved by millions of people worldwide. In fact, the way some house cats are treated now might make their Egyptian ancestors jealous!", "image": "data/scienceqa/images/test/8732/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "reading-comprehension", "category": "Informational texts: level 1", "skill": "Read passages about animals", "lecture": "Informational texts include many facts, examples, and details. Authors don't always directly state how these things connect to each other. So, you may need to make guesses, or inferences, to understand how the ideas from the text fit together. Inferences can help you understand the whole text and draw conclusions about the information. Be sure to base your inferences on details found in the text as well as things you already know.", "solution": "Think about these details from the text:\nGrain attracted mice and other pests.\nCats were drawn to farms to hunt mice.\nYou may know that mice like to eat grain, and that this is a problem for farmers. If cats hunted the mice, that would help stop the mice from eating the grain.\nBased on these clues, you can guess that farmers appreciated cats eight thousand years ago because the cats helped keep their grain free of mice.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Pierre", "Kansas City", "Jefferson City", "Wichita"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/8769/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["salty", "rough", "flexible"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8798/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. All four objects are rough.\nPotato chips have a salty taste. The pineapple is not salty.\nA flexible object can be folded or bent without breaking easily. The potato sack is flexible, but the rock and the sidewalk are not.\nThe property that all four objects have in common is rough.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["translucent", "stretchy", "bumpy"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8811/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA bumpy object is covered in lumps and bumps. The honey is not bumpy.\nA stretchy object gets longer when you pull on it. The wet ice cube is not stretchy.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All three objects are translucent.\nThe property that all three objects have in common is translucent.", "split": "test"}
{"question": "Identify the question that Gwen's experiment can best answer.", "choices": ["Do circuits that include iron produce dimmer light than circuits that include copper?", "Can light bulbs stay lit longer when circuits include copper or when circuits include iron?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nGwen built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Gwen observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Gwen built three more of the same type of circuit. She repeated the tests with each circuit. Gwen recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.", "image": "data/scienceqa/images/test/8841/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which trait did Galeocerdo have? Select the trait you can observe on the fossil.", "choices": ["a round, flat body", "fins on its back", "gray skin"], "answer": 1, "hint": "This picture shows a fossil of an animal called Galeocerdo.\nSome fossils of Galeocerdo are over 2,000,000 years old.", "image": "data/scienceqa/images/test/8847/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Which material is this clothes hanger made of?", "choices": ["metal", "wool"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/8852/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The hook is made of metal. The rest of the hanger is made of wood.", "split": "test"}
{"question": "Complete the statement.\nNickel is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents nickel. ckel is a metal that is used in coins and in rechargeable batteries.", "image": "data/scienceqa/images/test/8862/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance copper.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.", "solution": "Use the model to determine whether nickel is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that dark blue represents the chemical element with the atomic symbol Ni. So, the model shows you that nickel is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that nickel is composed of only one chemical element. So, nickel is an elementary substance.", "split": "test"}
{"question": "Based on the Venn diagram, what do the Odyssey and the Aeneid have in common?", "choices": ["They are both set after the Trojan War.", "They were both written by Virgil."], "answer": 0, "hint": "This Venn diagram shows information about two ancient poems.", "image": "data/scienceqa/images/test/8876/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "In a Venn diagram, each circle shows information that is true for a particular topic. In any area where circles overlap, the information is true for all of the overlapping topics. This Venn diagram shows information about two ancient poems.\nSet after the Trojan War appears in both the circle for the Odyssey and the circle for the Aeneid. This tells you that the Odyssey and the Aeneid are both set after the Trojan War.", "split": "test"}
{"question": "Which animal's feet are also adapted for walking on large, floating leaves?", "choices": ["Magellan penguin", "purple gallinule"], "answer": 1, "hint": "Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: bronze-winged jacana.", "image": "data/scienceqa/images/test/8880/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe purple gallinule has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe Magellan penguin has webbed feet. Its feet are not adapted for walking on floating leaves. The Magellan penguin uses its feet to walk and swim.", "split": "test"}
{"question": "Which trait did Diplomystus have? Select the trait you can observe on the fossil.", "choices": ["reddish-orange scales on its body", "a V-shaped tail fin"], "answer": 1, "hint": "This picture shows a fossil of an ancient fish called Diplomystus. Diplomystus lived in ancient lakes and ate smaller fish.", "image": "data/scienceqa/images/test/8889/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["sticky", "hard", "stretchy"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/8917/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The bubble gum is stretchy, but the ice pop and the chocolate milkshake are not.\nA sticky object can attach or stick to other things. All four objects are sticky.\nA hard object does not change shape when pressed or squeezed. The ice pop is hard, but the cake batter, the chocolate milkshake, and the bubble gum are not.\nThe property that all four objects have in common is sticky.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in Boston?", "choices": ["March is the month with the highest average precipitation.", "About the same amount of precipitation falls each month between May and October.", "Precipitation does not change much from month to month in Boston."], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/8931/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Boston, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Boston.\" is incorrect.\nOn average, more precipitation falls between November and April than between May and October.\nChoice \"About the same amount of precipitation falls each month between May and October.\" is incorrect.\nThe average precipitation each month between May and October is about 3 inches. So, about the same amount of precipitation falls during each of these months.\nChoice \"March is the month with the highest average precipitation.\" is incorrect.\nJanuary, not March, has the highest average monthly precipitation.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/8932/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which animal's feet are also adapted for walking on large, floating leaves?", "choices": ["emu", "northern jacana"], "answer": 1, "hint": "Bronze-winged jacanas live near rivers and lakes. They eat insects and snails that live on plants floating on the surface of the water.\nThe feet of the jacana are adapted for walking on large, floating leaves. The jacana uses its feet to spread its weight out over a wide area. This helps the bird walk on the leaves without sinking into the water.\nFigure: bronze-winged jacana.", "image": "data/scienceqa/images/test/8957/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the bronze-winged jacana.\nThe bronze-winged jacana uses its toes to spread its weight out over a large area. This can help it walk on leaves without sinking into the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe northern jacana has long, thin toes on its feet. Its feet are adapted for walking on floating leaves.\nThe emu has large, heavy feet with thick toes. Its feet are not adapted for walking on floating leaves. The emu uses its feet to walk and run on hard ground.", "split": "test"}
{"question": "Which trait did Coelodonta have? Select the trait you can observe on the fossil.", "choices": ["a black snout", "a tail"], "answer": 1, "hint": "This picture shows a fossil of an ancient animal called Coelodonta.\nCoelodonta was hunted by early humans and went extinct about 10,000 years ago.", "image": "data/scienceqa/images/test/8959/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Saint Lucia", "Barbados", "Saint Vincent and the Grenadines"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/8965/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Lucia.", "split": "test"}
{"question": "Which statement describes the Yasuni National Park ecosystem?", "choices": ["It has mostly small plants.", "It has soil that is poor in nutrients.", "It has soil that is rich in nutrients."], "answer": 1, "hint": "Figure: Yasuni National Park.\nThe Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.", "image": "data/scienceqa/images/test/8972/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has mostly small plants.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in New Orleans?", "choices": ["The wettest months of the year are June, July, and August.", "October is the wettest month.", "June, July, and August are the driest months of the year."], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/8980/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.", "split": "test"}
{"question": "Which material is this dress made of?", "choices": ["glass", "cotton"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9003/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the dress.\nThis dress is made of cotton.\nNot all dresses are made of cotton. Dresses can be made from silk, wool, linen, or many other fabrics.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Honolulu", "Little Rock", "Hilo", "Jefferson City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9010/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/9019/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nJupiter's volume is more than 10,000 times as large as the volume of Mars.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/9058/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.\nThen compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Delaware", "Idaho", "Georgia", "Arkansas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9067/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Idaho is farthest west.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["hard", "soft"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/9068/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when you squeeze it. Neither of the objects are soft.\nA hard object keeps its shape when you squeeze it. Both objects are hard.\nThe property that both objects have in common is hard.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Columbus", "Indianapolis", "Fort Wayne", "Lansing"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9070/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "What evidence of a drought does this picture show?", "choices": ["The riverbed is dry and cracked.", "The ground is mostly flat."], "answer": 0, "hint": "This picture was taken during a drought. A drought happens when an area gets less rain or snow than usual.", "image": "data/scienceqa/images/test/9071/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "earth-science", "category": "Earth events", "skill": "Find evidence of changes to Earth's surface", "lecture": "Evidence is information that tells you something happened.\nHow do you look for evidence of a change to Earth's surface?\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\nHere are some examples of what the evidence for different changes might be:\nCause of the change | Evidence of the change\nearthquake | cracks in the ground; houses with broken walls and roofs\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\nBe careful when you are looking for evidence!\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\n", "solution": "", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/9084/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Which better describes the Gunung Leuser National Park ecosystem?", "choices": ["It has year-round warm temperatures. It also has soil that is poor in nutrients.", "It has cold winters. It also has soil that is rich in nutrients."], "answer": 0, "hint": "Figure: Gunung Leuser National Park.\nGunung Leuser National Park is a tropical rain forest ecosystem in Sumatra, an island in western Indonesia.", "image": "data/scienceqa/images/test/9089/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Gunung Leuser National Park has year-round warm temperatures. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/9093/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which better describes the Taklamakan Desert ecosystem?", "choices": ["It has dry, thin soil. It also has a small amount of rain or snow.", "It has heavy snow. It also has only a few types of trees."], "answer": 0, "hint": "Figure: Taklamakan Desert.\nThe Taklamakan Desert is a cold desert ecosystem in northwestern China.", "image": "data/scienceqa/images/test/9095/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Taklamakan Desert has dry, thin soil. It also has a small amount of rain or snow.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Georgia", "Rhode Island", "Pennsylvania", "Iowa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/9096/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/9120/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Arkansas?", "choices": ["Little Rock", "Fayetteville", "Tallahassee", "Arlington"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9134/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Little Rock is the capital of Arkansas.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Missouri", "North Carolina", "Arizona", "Texas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9144/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Missouri is farthest north.", "split": "test"}
{"question": "What can Jasmine and Bryan trade to each get what they want?", "choices": ["Jasmine can trade her tomatoes for Bryan's carrots.", "Bryan can trade his broccoli for Jasmine's oranges.", "Bryan can trade his almonds for Jasmine's tomatoes.", "Jasmine can trade her tomatoes for Bryan's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJasmine and Bryan open their lunch boxes in the school cafeteria. Neither Jasmine nor Bryan got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJasmine's lunch Bryan's lunch", "image": "data/scienceqa/images/test/9150/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJasmine wants broccoli. Bryan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["giraffe", "African clawed frog"], "answer": 1, "hint": "The  is found in rivers and streams in South America. It eats small fish, worms, and crustaceans, which it often finds underwater. Its feet are adapted for swimming.\nFigure: Suriname toad.", "image": "data/scienceqa/images/test/9169/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the Suriname toad.\nThe Suriname toad has webbed feet. Its feet are adapted for swimming. As it swims, the Suriname toad uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African clawed frog has webbed feet. Its feet are adapted for swimming.\nThe giraffe has large, heavy, hoofed feet. Its feet are not adapted for swimming. The giraffe uses its feet to walk and run on hard ground.", "split": "test"}
{"question": "What is the capital of Texas?", "choices": ["Rapid City", "Charleston", "Austin", "Dallas"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/9177/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Austin is the capital of Texas.", "split": "test"}
{"question": "Select the organism in the same species as the Chinese mitten crab.", "choices": ["Melanoplus bivittatus", "Acanthaster planci", "Eriocheir sinensis"], "answer": 2, "hint": "This organism is a Chinese mitten crab. Its scientific name is Eriocheir sinensis.", "image": "data/scienceqa/images/test/9197/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Chinese mitten crab's scientific name is Eriocheir sinensis.\nEriocheir sinensis has the same scientific name as a Chinese mitten crab. So, these organisms are in the same species.\nAcanthaster planci does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Acanthaster planci are not in the same species.\nMelanoplus bivittatus does not have the same scientific name as a Chinese mitten crab. So, Eriocheir sinensis and Melanoplus bivittatus are not in the same species.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the earthworm?", "choices": ["barren-ground caribou", "bilberry"], "answer": 1, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/9223/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nArrows point from the barren-ground caribou to the grizzly bear and the mushroom. The only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each aquarium . . . the surroundings", "the surroundings . . . each aquarium"], "answer": 0, "hint": "Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.", "image": "data/scienceqa/images/test/9232/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["breakable", "rough"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/9233/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. Neither of the objects are rough.\nA breakable object will break into pieces if you drop it. Both objects are breakable.\nThe property that both objects have in common is breakable.", "split": "test"}
{"question": "Which statement describes the Kibale National Forest ecosystem?", "choices": ["It has soil that is poor in nutrients.", "It has soil that is rich in nutrients."], "answer": 0, "hint": "Figure: Kibale National Forest.\nKibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa. This rain forest is home to many African primates, including chimpanzees.", "image": "data/scienceqa/images/test/9242/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kibale National Forest ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. It has soil that is poor in nutrients. The following statement does not describe Kibale National Forest: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["New Mexico", "Florida", "Arkansas", "Kansas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9249/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Africa", "Europe", "Australia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9262/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/9266/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Jackson", "Frankfort", "Charleston", "Biloxi"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9275/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/9277/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Select the bird below.", "choices": ["rabbit", "albatross", "western gorilla", "Galapagos giant tortoise"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA griffon vulture is an example of a bird.", "image": "data/scienceqa/images/test/9283/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A rabbit is a mammal. It has fur and feeds its young milk.\nRabbits live underground in burrows. A group of rabbit burrows is called a warren.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA Galapagos giant tortoise is a reptile. It has scaly, waterproof skin.\nGalapagos tortoises live on the Galapagos Islands in the Pacific Ocean. They can live to be over 150 years old!\nA western gorilla is a mammal. It has fur and feeds its young milk.\nGorillas live in groups called troops. The largest male in the troop is usually the leader.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/9285/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["blue", "fuzzy", "slippery"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/9294/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. None of the objects are slippery.\nA fuzzy object is covered in soft hair. All three objects are fuzzy.\nBlue is a color.\nThis color is blue. The yarn pom pom is blue, but the tennis ball and the boots are not.\nThe property that all three objects have in common is fuzzy.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/9328/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Wisconsin?", "choices": ["Madison", "Lincoln", "Dover", "Green Bay"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9330/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Madison is the capital of Wisconsin.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Baton Rouge", "Portland", "Augusta", "Manchester"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/9332/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "Which of the following could Kathleen's test show?", "choices": ["whether she added enough nutrients to help the bacteria produce 20% more insulin", "whether producing more insulin would help the bacteria grow faster", "whether different types of bacteria would need different nutrients to produce insulin"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kathleen was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kathleen gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.", "image": "data/scienceqa/images/test/9344/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Saint Kitts and Nevis", "the Dominican Republic", "Dominica"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/9345/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Dominica.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["salty", "fuzzy", "smooth"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/9357/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. All four objects are salty.\nA fuzzy object is covered in soft hair. The cracker is not fuzzy.\nA smooth object is not scratchy or rough. The potato chips, the fries, and the cracker are not smooth.\nThe property that all four objects have in common is salty.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/9361/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What can Duncan and Sam trade to each get what they want?", "choices": ["Duncan can trade his tomatoes for Sam's broccoli.", "Duncan can trade his tomatoes for Sam's carrots.", "Sam can trade his almonds for Duncan's tomatoes.", "Sam can trade his broccoli for Duncan's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDuncan and Sam open their lunch boxes in the school cafeteria. Neither Duncan nor Sam got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nDuncan's lunch Sam's lunch", "image": "data/scienceqa/images/test/9375/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nDuncan wants broccoli. Sam wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["opalescent nudibranch", "lechwe"], "answer": 0, "hint": "Fire salamanders have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: fire salamander.", "image": "data/scienceqa/images/test/9388/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the fire salamander.\nThe fire salamander has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the fire salamander is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe lechwe has light-brown fur covering its skin. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Complete the statement.\nHydrogen fluoride is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of hydrogen fluoride. Hydrogen fluoride is used to make chemicals that can help keep refrigerators cool.", "image": "data/scienceqa/images/test/9389/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if hydrogen fluoride is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or F for fluorine. So, the model shows you that hydrogen fluoride is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen fluoride is a compound.", "split": "test"}
{"question": "Select the organism in the same genus as the common kestrel.", "choices": ["Falco sparverius", "Tigrisoma mexicanum", "Ardea herodias"], "answer": 0, "hint": "This organism is a common kestrel. Its scientific name is Falco tinnunculus.", "image": "data/scienceqa/images/test/9403/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A common kestrel's scientific name is Falco tinnunculus. The first word of its scientific name is Falco.\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Falco tinnunculus are not in the same genus.\nFalco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Falco tinnunculus are in the same genus.\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Falco tinnunculus are not in the same genus.", "split": "test"}
{"question": "Identify the question that Laura's experiment can best answer.", "choices": ["Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?", "Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLaura planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Laura added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Laura counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.", "image": "data/scienceqa/images/test/9423/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/9489/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the lichen?", "choices": ["rough-legged hawk", "parasitic jaeger", "Arctic fox", "snowy owl", "barren-ground caribou"], "answer": 4, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/9493/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen.\nThe only arrow pointing to the rough-legged hawk starts from the parasitic jaeger. The only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the rough-legged hawk.\nThe only arrow pointing to the snowy owl starts from the short-tailed weasel. The only arrow pointing to the short-tailed weasel starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the snowy owl.\nThe only arrow pointing to the parasitic jaeger starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the parasitic jaeger.There is one path matter can take from the lichen to the barren-ground caribou: lichen->barren-ground caribou. Arctic fox. The Arctic fox has two arrows pointing to it. One arrow starts from the bilberry. The bilberry does not have any arrows pointing to it. The other arrow pointing to the Arctic fox starts from the brown lemming. The brown lemming has two arrows pointing to it. These arrows start from the bear sedge and the bilberry. Neither the bear sedge nor the bilberry has any arrows pointing to it. So, in this food web, matter does not move from the lichen to the Arctic fox..", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["transparent", "fragile", "flexible"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/9495/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nYou can see clearly through a transparent object. None of the objects are transparent.\nThe property that all three objects have in common is flexible.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "South America", "Asia", "Europe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9503/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["South America", "Antarctica", "Australia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9525/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect Australia or South America.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/9546/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 2 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Select the organism in the same genus as the red kangaroo.", "choices": ["Cervus canadensis", "Camelus bactrianus", "Macropus giganteus"], "answer": 2, "hint": "This organism is a red kangaroo. Its scientific name is Macropus rufus.", "image": "data/scienceqa/images/test/9552/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A red kangaroo's scientific name is Macropus rufus. The first word of its scientific name is Macropus.\nCervus canadensis is in the genus Cervus. The first word of its scientific name is Cervus. So, Cervus canadensis and Macropus rufus are not in the same genus.\nMacropus giganteus is in the genus Macropus. The first word of its scientific name is Macropus. So, Macropus giganteus and Macropus rufus are in the same genus.\nCamelus bactrianus is in the genus Camelus. The first word of its scientific name is Camelus. So, Camelus bactrianus and Macropus rufus are not in the same genus.", "split": "test"}
{"question": "Which of the following could Hayley's test show?", "choices": ["how much the drone weighed with the blade guards", "if the blade guards would break in a crash", "if adding the blade guards made the drone fly poorly"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHayley was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Hayley wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Hayley put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/9561/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "South America", "Antarctica", "Africa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/9592/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Antarctica.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["sharpnose-puffer", "gray tree frog"], "answer": 0, "hint": "Blue poison dart frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: blue poison dart frog.", "image": "data/scienceqa/images/test/9609/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the blue poison dart frog.\nThe blue poison dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the blue poison dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Rhode Island", "Michigan", "Massachusetts", "New Jersey"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/9626/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Jersey.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Atlantic Ocean", "the Arctic Ocean", "the Pacific Ocean"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9628/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Federated States of Micronesia", "New Zealand", "the Marshall Islands", "Palau"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9655/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "Complete the sentence.\nPollination is what happens when ().", "choices": ["pollen lands on a female cone", "sperm fuses with an egg"], "answer": 0, "hint": "Male cones make pollen. Wind can blow pollen from a male cone to a female cone.", "image": "data/scienceqa/images/test/9668/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Describe and construct conifer life cycles", "lecture": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.", "solution": "When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.\nAfter a female cone is pollinated, its eggs can be fertilized. Fertilization is what happens when male cells from the pollen combine with eggs.", "split": "test"}
{"question": "Select the organism in the same genus as the European nightjar.", "choices": ["Caprimulgus macrurus", "Ulex europaeus", "Acanthaster planci"], "answer": 0, "hint": "This organism is a European nightjar. Its scientific name is Caprimulgus europaeus.", "image": "data/scienceqa/images/test/9670/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A European nightjar's scientific name is Caprimulgus europaeus. The first word of its scientific name is Caprimulgus.\nUlex europaeus and Caprimulgus europaeus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Ulex europaeus and Caprimulgus europaeus have the same species name within their genus, europaeus. But the first words of their scientific names are different. Ulex europaeus is in the genus Ulex, and Caprimulgus europaeus is in the genus Caprimulgus.\nAcanthaster planci is in the genus Acanthaster. The first word of its scientific name is Acanthaster. So, Acanthaster planci and Caprimulgus europaeus are not in the same genus.\nCaprimulgus macrurus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus macrurus and Caprimulgus europaeus are in the same genus.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Olympia", "San Francisco", "Los Angeles", "Sacramento"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/9676/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which of the following statements is true?", "choices": ["A flavorant might be both found in nature and made in a chemical factory.", "A substance's chemical structure depends only on the number and types of atoms in each molecule of the substance."], "answer": 0, "hint": "A substance's physical and chemical properties are all determined by its chemical structure. Its chemical structure depends on the number and types of atoms in each of its molecules, as well as on how those atoms are arranged.\nOne property of a substance is its flavor, which is its odor and taste combined. The chemical structure of a substance determines both the kind of flavor it has and the strength of that flavor.\nSyrups containing flavorants are used to add flavor to snow cones.\nSubstances that have especially interesting and strong flavors are often added to food to change or enhance the food's flavor. These substances are called flavorants. Flavorants can be found in nature, made in a chemical factory, or both.\nOne example of a flavorant is methyl anthranilate. This flavorant is often used to add a grape flavor to syrups, candy, and other sweets. Methyl anthranilate is found naturally in certain types of grapes, but it can also be made by workers in a chemical factory.", "image": "data/scienceqa/images/test/9710/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Chemical reactions", "skill": "Explore chemical structure and properties: food flavors", "lecture": "", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "Washington, D.C.", "Virginia", "New York"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9750/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThere are twice as many ice planets as rocky planets.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/9770/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that there are two ice planets and four rocky planets. So, there are half as many ice planets as rocky planets.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Hampshire", "Georgia", "Rhode Island", "Connecticut"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/9783/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Pacific Ocean", "the Arctic Ocean", "the Indian Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9784/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["lichen katydid", "flamboyant cuttlefish"], "answer": 1, "hint": "Lionfish can release venom from the spines on their brightly colored bodies. The bright colors serve as a warning sign that the animal is venomous. The 's skin is adapted to ward off predators.\nFigure: lionfish.", "image": "data/scienceqa/images/test/9806/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the lionfish.\nThe lionfish has venomous spines and brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the lionfish is venomous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Which better describes the Jardines de la Reina National Park ecosystem?", "choices": ["It has bright sunlight. It also has shallow water.", "It has water with not much salt. It also has only a few types of organisms."], "answer": 0, "hint": "Figure: Jardines de la Reina National Park.\nJardines de la Reina National Park is a tropical coral reef ecosystem near the southern coast of Cuba.", "image": "data/scienceqa/images/test/9811/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jardines de la Reina National Park has bright sunlight. It also has shallow water.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/9814/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "What is the expected ratio of offspring that have horns to offspring that do not have horns? Choose the most likely ratio.", "choices": ["3:1", "2:2", "1:3", "4:0", "0:4"], "answer": 4, "hint": "In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).\nThis Punnett square shows a cross between two cows.", "image": "data/scienceqa/images/test/9823/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring that do or do not have horns, consider whether each phenotype is the dominant or recessive allele's version of the horns trait. The question tells you that the h allele, which is for having horns, is recessive to the H allele, which is for not having horns.\nHaving horns is the recessive allele's version of the horns trait. A cow with the recessive version of the horns trait must have only recessive alleles for the horns gene. So, offspring that have horns must have the genotype hh.\nThere are 0 boxes in the Punnett square with the genotype hh.\nNot having horns is the dominant allele's version of the horns trait. A cow with the dominant version of the horns trait must have at least one dominant allele for the horns gene. So, offspring that do not have horns must have the genotype HH or Hh.\nAll 4 boxes in the Punnett square have the genotype HH or Hh.\nSo, the expected ratio of offspring that have horns to offspring that do not have horns is 0:4. This means that, based on the Punnett square, this cross will never produce offspring that have horns. Instead, this cross is expected to always produce offspring that do not have horns.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Uranus is less than ten times the volume of Neptune.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/9834/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of ten times the volume of Neptune.\nThen compare the result to the volume of Uranus. The volume of Uranus is 6.83 x 10^13 km^3, which is less than 6.25 x 10^14 km^3. So, the volume of Uranus is less than ten times the volume of Neptune.", "split": "test"}
{"question": "Complete the statement.\nIodine is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents a molecule of iodine. Iodine is found in some types of disinfectants.", "image": "data/scienceqa/images/test/9846/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if iodine is an elementary substance or a compound.\nIn this model, both balls are labeled with I. So, the model shows you that iodine is made of one chemical element.\nSubstances made of only one chemical element are elementary substances. So, iodine is an elementary substance.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Pierre", "Rapid City", "Indianapolis", "Sacramento"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9855/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Based on the arrows, which of the following living things is an omnivore?", "choices": ["phytoplankton", "plainfin midshipman"], "answer": 1, "hint": "Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.\nA food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web.", "image": "data/scienceqa/images/test/9872/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nModels can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.\nA living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.\nA living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web.", "solution": "Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer, not an omnivore.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton, which is a producer. The plainfin midshipman also has an arrow pointing to it from the zooplankton, which is a consumer. The plainfin midshipman eats a producer and a consumer, so it is an omnivore.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than three times as large as Mercury's.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/9874/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.", "split": "test"}
{"question": "What is the capital of Nebraska?", "choices": ["Lincoln", "Omaha", "Savannah", "Indianapolis"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/9885/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lincoln is the capital of Nebraska.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Pittsburgh", "Philadelphia", "Phoenix", "Harrisburg"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/9898/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "Identify the question that Kelsey's experiment can best answer.", "choices": ["Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?", "Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKelsey prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Kelsey soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Kelsey scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/9913/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/9923/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Fairbanks", "Juneau", "Tucson", "Cheyenne"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/9942/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["soft", "flexible", "slippery"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/9946/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA slippery object is hard to hold onto or stand on. All three objects are slippery.\nA flexible object can be folded or bent without breaking easily. The wet ice cube is not flexible.\nA soft object changes shape when pressed or squeezed. The butter is soft, but the wet ice cube is not.\nThe property that all three objects have in common is slippery.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/9948/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["bendable", "bouncy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/9977/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The tin foil is not bouncy.\nA bendable object can be bent without breaking. The tin foil is bendable.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/9984/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/10001/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which material is these jeans made of?", "choices": ["metal", "rock"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10015/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the jeans.\nThe jeans are made of two different materials. The buttons and zipper of the jeans are made of metal. The rest of the jeans are made of cotton.\nJeans are made of a type of cotton fabric called denim. Denim is a fabric woven in a special way.", "split": "test"}
{"question": "Which month is the hottest on average in Adelaide?", "choices": ["June, July, and August", "April and May", "January and February"], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/10017/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.", "solution": "To describe the average temperature trends in Adelaide, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in January and February are just above 20\u00b0C. These months have the highest average temperatures of all of the months. So, they are hotter than the other months.", "split": "test"}
{"question": "What can Kevin and Lily trade to each get what they want?", "choices": ["Lily can trade her broccoli for Kevin's oranges.", "Kevin can trade his tomatoes for Lily's sandwich.", "Kevin can trade his tomatoes for Lily's broccoli.", "Lily can trade her almonds for Kevin's tomatoes."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKevin and Lily open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/10046/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Kevin wanted broccoli in his lunch and Lily was hoping for tomatoes. Look at the labeled part of the images.\nKevin has tomatoes. Lily has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each battery . . . the surroundings", "the surroundings . . . each battery"], "answer": 0, "hint": "Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.", "image": "data/scienceqa/images/test/10053/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.", "split": "test"}
{"question": "Which of the following is on the map?", "choices": ["water in clouds", "water in rivers and lakes"], "answer": 1, "hint": "Read the passage. Then answer the question.\nThis is a map of Earth. The map uses color to show parts of Earth that are covered by land and water. The map uses white to show large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.", "image": "data/scienceqa/images/test/10056/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Water cycle", "skill": "Describe and graph water on Earth", "lecture": "", "solution": "The map uses blue to show liquid water in rivers, lakes, and oceans. It uses white to show water that is frozen in glaciers.\nThe map shows only water that is on the surface of Earth. It does not show water that is underground or in clouds. Other maps might use different colors to show water that is underground or in clouds.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/10071/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.", "split": "test"}
{"question": "What is the expected ratio of offspring with a reddish-brown coat to offspring with a black coat? Choose the most likely ratio.", "choices": ["1:3", "4:0", "3:1", "0:4", "2:2"], "answer": 4, "hint": "In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a black coat (L) is dominant over the allele for a reddish-brown coat (l).\nThis Punnett square shows a cross between two horses.", "image": "data/scienceqa/images/test/10090/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with a reddish-brown coat or a black coat, consider whether each phenotype is the dominant or recessive allele's version of the coat color trait. The question tells you that the L allele, which is for a black coat, is dominant over the l allele, which is for a reddish-brown coat.\nA reddish-brown coat is the recessive allele's version of the coat color trait. A horse with the recessive version of the coat color trait must have only recessive alleles for the coat color gene. So, offspring with a reddish-brown coat must have the genotype ll.\nThere are 2 boxes in the Punnett square with the genotype ll. These boxes are highlighted below.\nA black coat is the dominant allele's version of the coat color trait. A horse with the dominant version of the coat color trait must have at least one dominant allele for the coat color gene. So, offspring with a black coat must have the genotype LL or Ll.\nThere are 2 boxes in the Punnett square with the genotype LL or Ll. These boxes are highlighted below.\nSo, the expected ratio of offspring with a reddish-brown coat to offspring with a black coat is 2:2. This means that, on average, this cross will produce 2 offspring with a reddish-brown coat for every 2 offspring with a black coat.", "split": "test"}
{"question": "Which animal is also adapted for flight?", "choices": ["flying fox", "European mole"], "answer": 0, "hint": "s fly high above the ground in search of food. The vulture has wings instead of arms. It is adapted for flight.\nFigure: Cape vulture.", "image": "data/scienceqa/images/test/10094/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the Cape vulture.\nThe Cape vulture has large, powerful wings. It is adapted for flight. Long, powerful wings help the Cape vulture travel long distances by air.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe flying fox has large, powerful wings. It is adapted for flight.\nThe European mole has short legs. It is not adapted for flight. The European mole uses its legs for crawling.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Southern Ocean", "the Pacific Ocean", "the Arctic Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10099/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Arctic Ocean.", "split": "test"}
{"question": "Which of the following could Pamela and Kimi's test show?", "choices": ["if the concrete from each batch took the same amount of time to dry", "if a new batch of concrete was firm enough to use"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPamela and Kimi were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/10128/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Can Leopardus wiedii cells make their own food?", "choices": ["no", "yes"], "answer": 0, "hint": "This organism is Leopardus wiedii. It is a member of the animal kingdom.\nLeopardus wiedii is commonly called a margay. Margays live in the forest in Central and South America. Margays are nocturnal. A nocturnal animal sleeps most of the day and is awake at night.", "image": "data/scienceqa/images/test/10130/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Leopardus wiedii is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each salmon", "each salmon . . . the surroundings"], "answer": 0, "hint": "Colin lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.", "image": "data/scienceqa/images/test/10132/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.", "split": "test"}
{"question": "What is the expected ratio of offspring with sweet fruit to offspring with sour fruit? Choose the most likely ratio.", "choices": ["4:0", "0:4", "3:1", "2:2", "1:3"], "answer": 3, "hint": "In a group of muskmelon plants, some individuals have sour fruit and others have sweet fruit. In this group, the gene for the fruit taste trait has two alleles. The allele for sour fruit (F) is dominant over the allele for sweet fruit (f).\nThis Punnett square shows a cross between two muskmelon plants.", "image": "data/scienceqa/images/test/10141/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with sweet fruit or sour fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit taste trait. The question tells you that the F allele, which is for sour fruit, is dominant over the f allele, which is for sweet fruit.\nSweet fruit is the recessive allele's version of the fruit taste trait. A muskmelon plant with the recessive version of the fruit taste trait must have only recessive alleles for the fruit taste gene. So, offspring with sweet fruit must have the genotype ff.\nThere are 2 boxes in the Punnett square with the genotype ff. These boxes are highlighted below.\nSour fruit is the dominant allele's version of the fruit taste trait. A muskmelon plant with the dominant version of the fruit taste trait must have at least one dominant allele for the fruit taste gene. So, offspring with sour fruit must have the genotype FF or Ff.\nThere are 2 boxes in the Punnett square with the genotype FF or Ff. These boxes are highlighted below.\nSo, the expected ratio of offspring with sweet fruit to offspring with sour fruit is 2:2. This means that, on average, this cross will produce 2 offspring with sweet fruit for every 2 offspring with sour fruit.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Cheyenne", "Helena", "Billings", "Missoula"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10159/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "What is the capital of Kansas?", "choices": ["Jefferson City", "Topeka", "Reno", "Lansing"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10185/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Topeka is the capital of Kansas.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Marshall Islands", "New Zealand", "Australia", "Papua New Guinea"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10188/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Arctic Ocean", "the Atlantic Ocean", "the Indian Ocean", "the Southern Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10240/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Arctic Ocean.", "split": "test"}
{"question": "Which of the following could Sebastian's test show?", "choices": ["how steady a parachute with a 1 m vent was at 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour", "if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nSebastian was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Sebastian put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/10244/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Is the air inside a basketball a solid, a liquid, or a gas?", "choices": ["a liquid", "a solid", "a gas"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10246/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The air inside a basketball is a gas. A gas expands to fill a space.\nThe air fills all the space inside the basketball. If air leaks out, it will expand into the space around the ball.", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Birmingham", "Saint Paul", "Biloxi", "Jackson"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10247/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "Identify the question that Barbara's experiment can best answer.", "choices": ["Does fabric turn darker when soaked in a mixture of black dye and water for 15 minutes compared to 30 minutes?", "Does linen fabric turn darker than cotton fabric when soaked in a mixture of black dye and water?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBarbara prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Barbara soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Barbara scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric.\nFigure: fabric that has been dyed black.", "image": "data/scienceqa/images/test/10250/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/10254/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/10256/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Maryland", "North Carolina", "New Hampshire"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10266/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["Europe", "Australia", "North America"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10271/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Europe. It does not intersect North America or Australia.", "split": "test"}
{"question": "Which better describes the Mount Rainier National Park ecosystem?", "choices": ["It has long, cold winters. It also has many evergreen trees.", "It has short, cool summers. It also has soil that is rich in nutrients."], "answer": 0, "hint": "Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State.", "image": "data/scienceqa/images/test/10279/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has many evergreen trees.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/10283/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["red-tailed hawk", "Buteo jamaicensis"], "answer": 1, "hint": "This organism is Buteo jamaicensis. It is also called a red-tailed hawk.", "image": "data/scienceqa/images/test/10286/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Buteo jamaicensis is written in italics. The first word is capitalized, and the second word is not.\nSo, Buteo jamaicensis is the scientific name.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["South America", "North America", "Asia", "Antarctica"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10307/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Nepal.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/10319/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nA group of climbers were happy about the warm temperatures during their hike last Thursday. They were hiking in Nepal, which is home to Mount Everest.\nThe underlined part of the passage tells you about the temperature in Nepal last Thursday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "What is the capital of Texas?", "choices": ["Raleigh", "Montgomery", "Austin", "Dallas"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10330/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Austin is the capital of Texas.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/10335/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/10337/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["stretchy", "yellow"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/10338/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nYellow is a color.\nThis color is yellow. The helium balloons are not yellow.\nA stretchy object gets longer when you pull on it. The helium balloons are stretchy.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nNeptune's volume is more than 100 times as large as Earth's.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/10344/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of 100 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 6.25 x 10^13 km^3, which is less than 1.08 x 10^14 km^3. So, Neptune's volume is less than 100 times as large as Earth's.", "split": "test"}
{"question": "Why are deserts so dry?", "choices": ["The sand soaks up all the rain.", "They don't get very much rain."], "answer": 1, "hint": "Read the passage about deserts.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!\nMany people think that all deserts are hot and sandy. But there are cold deserts, too. The world's largest desert, Antarctica, is covered with ice. Antarctica is the coldest place on Earth!", "image": "data/scienceqa/images/test/10356/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "reading-comprehension", "category": "Independent reading comprehension", "skill": "Read and understand informational passages", "lecture": "", "solution": "Look at the passage. It tells you why deserts are so dry.\nDeserts are places that get very little rain. In fact, deserts are the driest places on the planet. In some deserts, it doesn't rain a drop for months or even years. One desert in the country of Chile didn't get any rain for fourteen years!", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Antarctica", "North America", "South America"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10374/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is North America.", "split": "test"}
{"question": "Which material is this pool toy made of?", "choices": ["plastic", "wool"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10391/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the pool toy.\nThe pool toy is made of plastic.\nMany pool toys are filled with air. The air inside the toy helps it float in water. Other pool toys are made of styrofoam. Styrofoam floats, even when it is not filled with air.", "split": "test"}
{"question": "Select the organism in the same species as the red-billed gull.", "choices": ["Haliaeetus leucocephalus", "Chroicocephalus ridibundus", "Chroicocephalus scopulinus"], "answer": 2, "hint": "This organism is a red-billed gull. Its scientific name is Chroicocephalus scopulinus.", "image": "data/scienceqa/images/test/10399/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A red-billed gull's scientific name is Chroicocephalus scopulinus.\nChroicocephalus scopulinus has the same scientific name as a red-billed gull. So, these organisms are in the same species.\nHaliaeetus leucocephalus does not have the same scientific name as a red-billed gull. So, Chroicocephalus scopulinus and Haliaeetus leucocephalus are not in the same species.\nChroicocephalus scopulinus is in the same genus as Chroicocephalus ridibundus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Chroicocephalus scopulinus and Chroicocephalus ridibundus are different species within the same genus.", "split": "test"}
{"question": "What is the capital of Rhode Island?", "choices": ["Annapolis", "Newport", "Providence", "Boston"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10407/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Providence is the capital of Rhode Island.", "split": "test"}
{"question": "What is the capital of New Jersey?", "choices": ["Hartford", "Newark", "Trenton", "Jersey City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10408/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Trenton is the capital of New Jersey.", "split": "test"}
{"question": "Can Danio rerio cells make their own food?", "choices": ["yes", "no"], "answer": 1, "hint": "This organism is Danio rerio. It is a member of the animal kingdom.\nDanio rerio is commonly called a zebrafish. Young zebrafish are see-through! Scientists can easily observe their insides. This trait makes zebrafish a useful organism for scientists to study.", "image": "data/scienceqa/images/test/10411/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Danio rerio is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.", "split": "test"}
{"question": "Is apple juice a solid or a liquid?", "choices": ["a solid", "a liquid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10423/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "Apple juice is a liquid. A liquid takes the shape of any container it is in.\nIf you pour apple juice into a different container, the apple juice will take the shape of that container. But the apple juice will still take up the same amount of space.", "split": "test"}
{"question": "Which of the following could Mason's test show?", "choices": ["how steady a parachute with a 1 m vent was at 200 km per hour", "if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMason was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Mason put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/10434/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Orlando", "Baton Rouge", "Tallahassee", "Tampa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10452/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "What is the capital of Illinois?", "choices": ["Chicago", "Springfield", "Topeka", "Annapolis"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10454/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Springfield is the capital of Illinois.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Delaware", "South Carolina", "Pennsylvania", "New Jersey"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10463/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Delaware.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Hampshire", "West Virginia", "Virginia", "New York"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10465/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Hampshire.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["smooth", "blue"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/10496/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. Both objects are smooth.\nBlue is a color.\nThis color is blue. Neither of the objects are blue.\nThe property that both objects have in common is smooth.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "Connecticut", "New Hampshire", "Pennsylvania"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10500/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "What can Rosa and Alexandra trade to each get what they want?", "choices": ["Rosa can trade her tomatoes for Alexandra's broccoli.", "Rosa can trade her tomatoes for Alexandra's carrots.", "Alexandra can trade her almonds for Rosa's tomatoes.", "Alexandra can trade her broccoli for Rosa's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Alexandra open their lunch boxes in the school cafeteria. Neither Rosa nor Alexandra got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Alexandra's lunch", "image": "data/scienceqa/images/test/10512/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nRosa wants broccoli. Alexandra wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the expected ratio of offspring with yellow fruit to offspring with red fruit? Choose the most likely ratio.", "choices": ["0:4", "2:2", "1:3", "4:0", "3:1"], "answer": 3, "hint": "In a group of tomato plants, some individuals have red fruit and others have yellow fruit. In this group, the gene for the fruit color trait has two alleles. The allele for red fruit (F) is dominant over the allele for yellow fruit (f).\nThis Punnett square shows a cross between two tomato plants.", "image": "data/scienceqa/images/test/10513/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with yellow fruit or red fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit color trait. The question tells you that the F allele, which is for red fruit, is dominant over the f allele, which is for yellow fruit.\nYellow fruit is the recessive allele's version of the fruit color trait. A tomato plant with the recessive version of the fruit color trait must have only recessive alleles for the fruit color gene. So, offspring with yellow fruit must have the genotype ff.\nAll 4 boxes in the Punnett square have the genotype ff.\nRed fruit is the dominant allele's version of the fruit color trait. A tomato plant with the dominant version of the fruit color trait must have at least one dominant allele for the fruit color gene. So, offspring with red fruit must have the genotype FF or Ff.\nThere are 0 boxes in the Punnett square with the genotype FF or Ff.\nSo, the expected ratio of offspring with yellow fruit to offspring with red fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with yellow fruit. This cross is expected to never produce offspring with red fruit.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each refrigerator . . . the surroundings", "the surroundings . . . each refrigerator"], "answer": 1, "hint": "Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.", "image": "data/scienceqa/images/test/10519/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Saturn is more than ten times the volume of Uranus.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/10521/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of ten times the volume of Uranus.\nThen compare the result to the volume of Saturn. The volume of Saturn is 8.27 x 10^14 km^3, which is greater than 6.83 x 10^14 km^3. So, the volume of Saturn is more than ten times the volume of Uranus.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/10522/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/10523/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New York", "Rhode Island", "Delaware", "Virginia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10536/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/10545/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which month is the wettest on average in Christchurch?", "choices": ["April", "December", "May"], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/10550/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Christchurch, look at the graph.\nChoice \"Apr\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Dec\" is incorrect.\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average.", "split": "test"}
{"question": "What is the capital of Kentucky?", "choices": ["Pierre", "Lexington", "Frankfort", "Jefferson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10554/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Frankfort is the capital of Kentucky.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/10555/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Dominican Republic", "Dominica", "Trinidad and Tobago", "Grenada"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10556/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Trinidad and Tobago.", "split": "test"}
{"question": "Which of the following could Tara and Rosanne's test show?", "choices": ["if the concrete from each batch took the same amount of time to dry", "if a new batch of concrete was firm enough to use"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nTara and Rosanne were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/10560/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Nebraska?", "choices": ["Providence", "Saint Paul", "Lincoln", "Kansas City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10562/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lincoln is the capital of Nebraska.", "split": "test"}
{"question": "Which statement describes the Sonoran Desert ecosystem?", "choices": ["It has many different types of organisms.", "It has thick, moist soil.", "It has only a few types of organisms."], "answer": 0, "hint": "Figure: Sonoran Desert.\nThe Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.", "image": "data/scienceqa/images/test/10563/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has many different types of organisms. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has thick, moist soil. It has only a few types of organisms.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "North America", "South America", "Asia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10569/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Tennessee", "New Mexico", "Rhode Island", "Kansas"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10576/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Rhode Island is farthest north.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["rough", "stretchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/10595/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The rock are not stretchy.\nA rough object feels scratchy when you touch it. The rock are rough.", "split": "test"}
{"question": "Which type of relationship is formed when an alpheid shrimp shares its burrow with a goby?", "choices": ["commensal", "parasitic", "mutualistic"], "answer": 2, "hint": "Read the passage. Then answer the question.\n\nAlpheid shrimp are small crustaceans that build burrows, or underground shelters, in the sand. Alpheid shrimp are blind and are vulnerable to predators when they are outside of their burrows.\nA shrimp can share its burrow with a fish called a goby. The goby acts as a lookout for the blind shrimp. When the shrimp leaves the safety of the burrow, it touches its antennae to the goby's tail. If a predator comes near, the goby flicks its tail, alerting the shrimp to the danger. Both animals then retreat to the safety of the burrow.\nFigure: a goby and an alpheid shrimp at the entrance of a burrow.", "image": "data/scienceqa/images/test/10614/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Classify symbiotic relationships", "lecture": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)", "solution": "When an alpheid shrimp shares its burrow with a goby, the goby alerts the shrimp about nearby predators. These alerts help the shrimp survive. So, the shrimp benefits from its relationship with the goby.\nThe goby also receives protection from predators when it shares the shrimp's burrow. So, the goby also benefits from its relationship with the shrimp.\nSince both the shrimp and the goby benefit, a mutualistic relationship is formed when an alpheid shrimp shares its burrow with a goby.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Delaware", "Georgia", "Indiana", "Maryland"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10616/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Georgia.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/10649/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/10661/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which animal's mouth is also adapted to eat plant matter?", "choices": ["cougar", "impala"], "answer": 1, "hint": "Goats are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.\nFigure: goat.", "image": "data/scienceqa/images/test/10665/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the goat.\nThe goat has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the goat reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe impala has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe cougar has a large mouth and sharp teeth. Its mouth is not adapted to eat plant matter. The cougar uses its mouth to eat other animals.", "split": "test"}
{"question": "What can Nancy and Dominic trade to each get what they want?", "choices": ["Nancy can trade her tomatoes for Dominic's carrots.", "Dominic can trade his broccoli for Nancy's oranges.", "Dominic can trade his almonds for Nancy's tomatoes.", "Nancy can trade her tomatoes for Dominic's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNancy and Dominic open their lunch boxes in the school cafeteria. Neither Nancy nor Dominic got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNancy's lunch Dominic's lunch", "image": "data/scienceqa/images/test/10671/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nNancy wants broccoli. Dominic wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Barbados", "Saint Vincent and the Grenadines", "Cuba", "Saint Lucia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10681/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Barbados.", "split": "test"}
{"question": "Which material is this toilet plunger made of?", "choices": ["wood", "porcelain"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10685/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the toilet plunger.\nThe toilet plunger is made of two different materials. The handle is made of wood, and the head is made of rubber.\nRubber is a good material for a toilet plunger because it is flexible. The plunger can bend to the shape of the toilet.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Australia", "Palau", "Papua New Guinea", "New Zealand"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10689/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["tetraphosphorus", "fluoromethane", "chloromethane"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10692/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Salem", "Concord", "Fort Wayne", "Manchester"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10700/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["common toad", "human", "box turtle", "clownfish"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.", "image": "data/scienceqa/images/test/10706/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA clownfish is a fish. It lives underwater. It has fins, not limbs.\nClownfish live with animals called anemones. In the image of the clownfish, you can see the green anemone behind the clownfish.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.", "split": "test"}
{"question": "Is the wind through a tree a solid, a liquid, or a gas?", "choices": ["a solid", "a gas", "a liquid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10708/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "Wind through a tree is air that is moving! Air is a gas. The air expands to fill the space around each tree branch.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the earthworm?", "choices": ["barren-ground caribou", "mushroom", "grizzly bear", "bear sedge"], "answer": 3, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/10709/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the earthworm.\nThe only arrow pointing from the grizzly bear leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the grizzly bear to the earthworm.There are three paths matter can take from the bear sedge to the earthworm: bear sedge->brown lemming->Arctic fox->earthworm. bear sedge->brown lemming->snowy owl->earthworm. bear sedge->brown lemming->parasitic jaeger->rough-legged hawk->earthworm. mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the mushroom to the earthworm.. barren-ground caribou. There are two arrows pointing from the barren-ground caribou to other organisms. One arrow points to the grizzly bear. The only arrow pointing from the grizzly bear leads to the mushroom. The other arrow pointing from the barren-ground caribou leads to the mushroom. No arrows point from the mushroom to any other organisms. So, in this food web, matter does not move from the barren-ground caribou to the earthworm.. There are four paths matter can take from the bilberry to the earthworm: bilberry->Arctic fox->earthworm. bilberry->brown lemming->Arctic fox->earthworm. bilberry->brown lemming->snowy owl->earthworm. bilberry->brown lemming->parasitic jaeger->rough-legged hawk->earthworm.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tonga", "Solomon Islands", "Vanuatu", "Fiji"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10725/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Europe", "South America", "North America"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10729/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "What is the capital of New Jersey?", "choices": ["Trenton", "Honolulu", "Jersey City", "Hartford"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10732/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Trenton is the capital of New Jersey.", "split": "test"}
{"question": "What can Clara and Hazel trade to each get what they want?", "choices": ["Clara can trade her tomatoes for Hazel's broccoli.", "Hazel can trade her almonds for Clara's tomatoes.", "Clara can trade her tomatoes for Hazel's carrots.", "Hazel can trade her broccoli for Clara's oranges."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClara and Hazel open their lunch boxes in the school cafeteria. Neither Clara nor Hazel got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClara's lunch Hazel's lunch", "image": "data/scienceqa/images/test/10738/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nClara wants broccoli. Hazel wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Select the fish below.", "choices": ["flamingo", "bull shark"], "answer": 1, "hint": "Fish live underwater. They have fins, not limbs. A piranha is an example of a fish.", "image": "data/scienceqa/images/test/10761/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.", "split": "test"}
{"question": "What can Erik and Lily trade to each get what they want?", "choices": ["Erik can trade his tomatoes for Lily's broccoli.", "Lily can trade her almonds for Erik's tomatoes.", "Lily can trade her broccoli for Erik's oranges.", "Erik can trade his tomatoes for Lily's carrots."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nErik and Lily open their lunch boxes in the school cafeteria. Neither Erik nor Lily got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nErik's lunch Lily's lunch", "image": "data/scienceqa/images/test/10762/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nErik wants broccoli. Lily wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which statement is true about the average monthly temperature in New York City?", "choices": ["January and February are the coldest months of the year.", "The temperature does not change much from month to month.", "July, August, and September are colder than the other months of the year."], "answer": 0, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/10791/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Temperature is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average temperature for each month. The average temperature can be used to describe the climate of a location.\nA line graph can be used to show the average temperature each month. Months with higher dots on the graph have higher average temperatures.", "solution": "To describe the average temperature trends in New York City, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Jan\" is incorrect.\nChoice \"The temperature does not change much from month to month.\" is incorrect.\nSome months of the year have much higher temperatures than others. So, the temperature does change a lot from month to month.\nChoice \"July, August, and September are colder than the other months of the year.\" is incorrect.\nThe average temperatures in July, August, and September are around 75\u00b0F. These months have the highest average temperatures of any months. So, they are hotter, not colder, than the other months.\nChoice \"January and February are the coldest months of the year.\" is incorrect.\nThe average temperatures in January and February are between 30\u00b0F and 35\u00b0F. These months have the lowest average temperatures of all of the months. So, they are the coldest months of the year.", "split": "test"}
{"question": "Which better describes the Cape Breton Highlands National Park ecosystem?", "choices": ["It has short, cool summers. It also has soil that is rich in nutrients.", "It has many evergreen trees. It also has soil that is poor in nutrients."], "answer": 1, "hint": "Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada.", "image": "data/scienceqa/images/test/10793/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Cheyenne", "Charleston", "Montgomery", "Providence"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10839/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["respiratory system", "circulatory system"], "answer": 1, "hint": "Read the text.\nYour body has many systems that perform important tasks to keep you alive and well. For example, your circulatory system is responsible for moving the oxygen, nutrients, and wastes in blood through your body. Your heart, lungs, and blood vessels are all part of your circulatory system. Your lungs are also an important part of your respiratory system, along with your nose and throat. Your respiratory system includes the parts of your body that help you breathe.", "image": "data/scienceqa/images/test/10840/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "vocabulary", "category": "Context clues", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "The circulatory system includes the heart, lungs, and blood vessels. It moves, or circulates, nutrients through the body.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "South Carolina", "Georgia", "North Carolina"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10867/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is North Carolina.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["South America", "Antarctica", "Africa", "North America"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10873/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/10883/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Select the organism in the same genus as the European green toad.", "choices": ["Bufo bufo", "Lithobates blairi", "Hyla japonica"], "answer": 0, "hint": "This organism is a European green toad. Its scientific name is Bufo viridis.", "image": "data/scienceqa/images/test/10886/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A European green toad's scientific name is Bufo viridis. The first word of its scientific name is Bufo.\nLithobates blairi is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates blairi and Bufo viridis are not in the same genus.\nBufo bufo is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo bufo and Bufo viridis are in the same genus.\nHyla japonica is in the genus Hyla. The first word of its scientific name is Hyla. So, Hyla japonica and Bufo viridis are not in the same genus.", "split": "test"}
{"question": "Which animal's mouth is also adapted to tear through meat?", "choices": ["orca", "tamandua"], "answer": 0, "hint": "Leopards are carnivores, or meat eaters. They eat large mammals like deer and antelope. The 's mouth is adapted to tear through meat.\nFigure: leopard.", "image": "data/scienceqa/images/test/10889/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the leopard.\nThe leopard has a large mouth and sharp teeth. Its mouth is adapted to tear through meat. The leopard uses its large mouth to grab its prey. It uses its sharp teeth to cut up the meat of the prey into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe orca has a large mouth and sharp teeth. Its mouth is adapted to tear through meat.\nThe tamandua has a long tube-shaped mouth and no teeth. It does not have sharp teeth. So, its mouth is not adapted to tear through meat. The tamandua uses its mouth to get insects out of holes and burrows.", "split": "test"}
{"question": "What can Ian and Joseph trade to each get what they want?", "choices": ["Joseph can trade his almonds for Ian's tomatoes.", "Ian can trade his tomatoes for Joseph's carrots.", "Ian can trade his tomatoes for Joseph's broccoli.", "Joseph can trade his broccoli for Ian's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nIan and Joseph open their lunch boxes in the school cafeteria. Neither Ian nor Joseph got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nIan's lunch Joseph's lunch", "image": "data/scienceqa/images/test/10899/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nIan wants broccoli. Joseph wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each battery", "each battery . . . the surroundings"], "answer": 1, "hint": "Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.", "image": "data/scienceqa/images/test/10909/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.", "split": "test"}
{"question": "Which animal's skin is also adapted for survival in cold places?", "choices": ["Eurasian lynx", "thorny devil"], "answer": 0, "hint": "Polar bears live in and around the cold Arctic Ocean. The 's skin is adapted to help the animal survive in cold places.\nFigure: polar bear.", "image": "data/scienceqa/images/test/10919/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the polar bear.\nThe polar bear has skin with thick fur on top and a thick layer of fat underneath it. Its skin is adapted for survival in cold places. The polar bear uses its fur and fat to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe thorny devil has spines covering much of its skin. Its skin is not adapted for survival in cold places.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Algeria.\nDark clouds hung over the coast of Algeria last weekend.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/10941/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nDark clouds hung over the coast of Algeria last weekend.\nThis passage tells you about last weekend's cloud cover on the coast of Algeria. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Neptune is less than 75% of the volume of Uranus.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/10945/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "Delaware", "Michigan", "Indiana"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10947/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Jersey.", "split": "test"}
{"question": "What can Tristan and Lorenzo trade to each get what they want?", "choices": ["Lorenzo can trade his broccoli for Tristan's oranges.", "Tristan can trade his tomatoes for Lorenzo's broccoli.", "Lorenzo can trade his almonds for Tristan's tomatoes.", "Tristan can trade his tomatoes for Lorenzo's carrots."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nTristan and Lorenzo open their lunch boxes in the school cafeteria. Neither Tristan nor Lorenzo got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nTristan's lunch Lorenzo's lunch", "image": "data/scienceqa/images/test/10955/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nTristan wants broccoli. Lorenzo wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "the Dominican Republic", "Cuba", "Dominica"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/10960/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Santa Fe", "Columbia", "Albuquerque", "Minneapolis"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10962/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "What is the capital of Louisiana?", "choices": ["Frankfort", "Salem", "Baton Rouge", "New Orleans"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/10964/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Baton Rouge is the capital of Louisiana.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Arkansas", "Montana", "Arizona", "Ohio"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/10971/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Ohio is farthest east.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Asia", "Australia", "South America"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/10984/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Europe.", "split": "test"}
{"question": "Select the organism in the same species as the slender-spined porcupinefish.", "choices": ["Amphiprion frenatus", "Amphiprion perideraion", "Diodon nicthemerus"], "answer": 2, "hint": "This organism is a slender-spined porcupinefish. Its scientific name is Diodon nicthemerus.", "image": "data/scienceqa/images/test/10997/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A slender-spined porcupinefish's scientific name is Diodon nicthemerus.\nAmphiprion frenatus does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion frenatus are not in the same species.\nAmphiprion perideraion does not have the same scientific name as a slender-spined porcupinefish. So, Diodon nicthemerus and Amphiprion perideraion are not in the same species.\nDiodon nicthemerus has the same scientific name as a slender-spined porcupinefish. So, these organisms are in the same species.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Arctic Ocean", "the Atlantic Ocean", "the Indian Ocean", "the Southern Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11015/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "Which specific humidity level was measured within the outlined area shown?", "choices": ["24 grams of water vapor per kilogram of air", "13 grams of water vapor per kilogram of air", "9 grams of water vapor per kilogram of air"], "answer": 0, "hint": "The map below shows humidity in the lower atmosphere on October 28, 2013. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Asia on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division", "image": "data/scienceqa/images/test/11022/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Identify and compare air masses", "lecture": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.", "solution": "Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n24 grams of water vapor per kilogram of air is within this range.\n9 and 13 grams of water vapor per kilogram of air are outside of this range.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Asia", "Australia", "South America"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11038/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each aquarium . . . the surroundings", "the surroundings . . . each aquarium"], "answer": 0, "hint": "Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.", "image": "data/scienceqa/images/test/11042/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.", "split": "test"}
{"question": "What can Rosa and Kylie trade to each get what they want?", "choices": ["Kylie can trade her almonds for Rosa's tomatoes.", "Rosa can trade her tomatoes for Kylie's broccoli.", "Rosa can trade her tomatoes for Kylie's carrots.", "Kylie can trade her broccoli for Rosa's oranges."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Kylie open their lunch boxes in the school cafeteria. Neither Rosa nor Kylie got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Kylie's lunch", "image": "data/scienceqa/images/test/11060/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nRosa wants broccoli. Kylie wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["rough", "slippery"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/11067/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA rough object feels scratchy when you touch it. The potato sack is rough.\nA slippery object is hard to hold onto or stand on. The potato sack is not slippery.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["translucent", "transparent", "sour"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/11073/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The green apple is not translucent.\nYou can see clearly through a transparent object. The green apple and the lime are not transparent.\nA lemon has a sour taste. All three objects are sour.\nThe property that all three objects have in common is sour.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Washington", "New Mexico", "California", "Alaska"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11083/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is New Mexico.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/11113/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "In this experiment, which were part of an experimental group?", "choices": ["the unpruned tomato plants", "the pruned tomato plants"], "answer": 1, "hint": "The passage below describes an experiment.\n\nLester worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.\nLester chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Lester weighed the tomatoes that he picked from each group of plants.\nFigure: a tomato plant.", "image": "data/scienceqa/images/test/11116/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Lester investigated whether pruning tomato plants affects the weight of the tomatoes. So, the pruned tomato plants were part of an experimental group.\nThe unpruned tomato plants were not pruned. So, they were not part of an experimental group.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Delaware", "West Virginia", "Iowa", "Alabama"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11120/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/11123/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the capital of North Dakota?", "choices": ["Kansas City", "Bismarck", "Fargo", "Davenport"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11138/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Bismarck is the capital of North Dakota.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1.", "The magnetic force is weaker in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/11145/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tonga", "New Zealand", "Tuvalu", "Kiribati"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11149/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Tonga.", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Charleston", "Portland", "Jackson", "Biloxi"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11155/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "Does Chelonoidis nigra have cells that have a nucleus?", "choices": ["no", "yes"], "answer": 1, "hint": "This organism is Chelonoidis nigra. It is a member of the animal kingdom.\nChelonoidis nigra is commonly called a Gal\u00e1pagos giant tortoise. These large tortoises live on the Gal\u00e1pagos Islands. When Spanish sailors arrived at these islands in the 1530s, about 200,000 Gal\u00e1pagos giant tortoises lived on the islands. The Spanish sailors named the islands after a Spanish word for tortoise, gal\u00e1pago.", "image": "data/scienceqa/images/test/11177/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Chelonoidis nigra is an animal. Animal cells have a nucleus.", "split": "test"}
{"question": "What is the direction of this push?", "choices": ["toward the boy's thumb", "away from the boy's thumb"], "answer": 1, "hint": "A boy plays with marbles. He pushes one of the marbles with his thumb.", "image": "data/scienceqa/images/test/11180/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The boy pushes his marble away from his thumb. The direction of the push is away from the boy's thumb.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Ohio", "Indiana", "New Hampshire"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11181/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "Is hematite a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 1, "hint": "Hematite has the following properties:\nmetallic luster\nnot made by living things\nfixed crystal structure\nfound in nature\nsolid\npure substance", "image": "data/scienceqa/images/test/11199/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "Hematite has all the properties of a mineral. So, hematite is a mineral.", "split": "test"}
{"question": "What is the expected ratio of offspring with mutated antennae to offspring with normal antennae? Choose the most likely ratio.", "choices": ["1:3", "0:4", "3:1", "2:2", "4:0"], "answer": 2, "hint": "This passage describes the antenna type trait in fruit flies:\nMost fruit flies have a pair of antennae on their head. But, some flies appear to have an extra pair of legs on their head instead! These flies have a mutation, or change, in a gene that affects body development. This mutation makes the cells in the fly's head form mutated antennae that are like legs.\nIn a group of fruit flies, some individuals have mutated antennae and others have normal antennae. In this group, the gene for the antenna type trait has two alleles. The allele for mutated antennae (A) is dominant over the allele for normal antennae (a).\nThis Punnett square shows a cross between two fruit flies.", "image": "data/scienceqa/images/test/11201/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with mutated antennae or normal antennae, consider whether each phenotype is the dominant or recessive allele's version of the antenna type trait. The question tells you that the A allele, which is for mutated antennae, is dominant over the a allele, which is for normal antennae.\nMutated antennae is the dominant allele's version of the antenna type trait. A fruit fly with the dominant version of the antenna type trait must have at least one dominant allele for the antenna type gene. So, offspring with mutated antennae must have the genotype AA or Aa.\nThere are 3 boxes in the Punnett square with the genotype AA or Aa. These boxes are highlighted below.\nNormal antennae is the recessive allele's version of the antenna type trait. A fruit fly with the recessive version of the antenna type trait must have only recessive alleles for the antenna type gene. So, offspring with normal antennae must have the genotype aa.\nThere is 1 box in the Punnett square with the genotype aa. This box is highlighted below.\nSo, the expected ratio of offspring with mutated antennae to offspring with normal antennae is 3:1. This means that, on average, this cross will produce 3 offspring with mutated antennae for every 1 offspring with normal antennae.", "split": "test"}
{"question": "Which statement describes the Mount Rainier National Park ecosystem?", "choices": ["It has many evergreen trees.", "It has soil that is frozen year-round."], "answer": 0, "hint": "Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State. The park is named after a volcano called Mount Rainier, which is covered in glaciers.", "image": "data/scienceqa/images/test/11227/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, the following statements describe the Mount Rainier National Park ecosystem: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is poor in nutrients. It has many evergreen trees. The following statement does not describe Mount Rainier National Park: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. It has soil that is frozen year-round.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Houston.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/11241/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nHouston is a city near the coast of Texas. A record 42 inches of rain fell near Houston during the last week of July in 1979.\nThe underlined part of the passage tells you about the amount of rain that fell during a single week in 1979. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["bromine", "hydrazine", "trichlorofluoromethane"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11246/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/11252/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Springfield", "Pierre", "Rapid City", "Frankfort"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11254/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["African sacred ibis", "kookaburra"], "answer": 0, "hint": "Shoebills live near marshes and lakes in Africa. They eat fish, frogs, and small reptiles that live in shallow water. Shoebills hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: shoebill.", "image": "data/scienceqa/images/test/11260/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the shoebill.\nLong legs help the shoebill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe African sacred ibis has long, thin legs. Its legs are adapted for wading.\nThe kookaburra has short legs. Its legs are not adapted for wading. The kookaburra uses its legs to walk and perch.", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/11283/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.", "split": "test"}
{"question": "Select the organism in the same species as the purple heron.", "choices": ["Caprimulgus europaeus", "Ardea purpurea", "Ardea herodias"], "answer": 1, "hint": "This organism is a purple heron. Its scientific name is Ardea purpurea.", "image": "data/scienceqa/images/test/11285/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A purple heron's scientific name is Ardea purpurea.\nArdea purpurea is in the same genus as Ardea herodias, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea purpurea and Ardea herodias are different species within the same genus.\nCaprimulgus europaeus does not have the same scientific name as a purple heron. So, Ardea purpurea and Caprimulgus europaeus are not in the same species.\nArdea purpurea has the same scientific name as a purple heron. So, these organisms are in the same species.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["transparent", "sour", "opaque"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/11296/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA lemon has a sour taste. The glass bowl and the water are not sour.\nYou can see clearly through a transparent object. All three objects are transparent.\nAn opaque object does not let light through. None of the objects are opaque.\nThe property that all three objects have in common is transparent.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/11300/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Complete the statement.\nPotassium bromide is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents potassium bromide. In some countries, potassium bromide can be used as medicine to treat seizures.", "image": "data/scienceqa/images/test/11320/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound potassium chloride.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether potassium bromide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that potassium bromide is composed of potassium atoms and bromine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that potassium bromide is composed of two chemical elements: potassium and bromine. Since potassium bromide is composed of multiple chemical elements bonded together, potassium bromide is a compound.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/11333/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Which of the following could Kaylee's test show?", "choices": ["whether different types of bacteria would need different nutrients to produce insulin", "whether she added enough nutrients to help the bacteria produce 20% more insulin", "whether producing more insulin would help the bacteria grow faster"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Kaylee was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Kaylee gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.", "image": "data/scienceqa/images/test/11342/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Identify the question that Percy's experiment can best answer.", "choices": ["Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?", "Can pennies hold more drops of pure water or water mixed with hand soap?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPercy used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Percy recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Percy compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/11344/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?", "choices": ["It has no sunlight. It also has daily flooding and draining of seawater.", "It has daily flooding and draining of seawater. It also has many different types of organisms."], "answer": 1, "hint": "Figure: Tongue Point Marine Life Sanctuary.\nTongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.", "image": "data/scienceqa/images/test/11374/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms.", "split": "test"}
{"question": "Identify the question that Zach's experiment can best answer.", "choices": ["Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?", "Can pennies hold more drops of pure water or water mixed with hand soap?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nZach used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Zach recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Zach compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.\nFigure: a dome of water on the surface of a penny.", "image": "data/scienceqa/images/test/11384/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Knoxville", "Austin", "Biloxi", "Nashville"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11399/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/11408/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Complete the statement.\nChloroform is ().", "choices": ["a compound", "an elementary substance"], "answer": 0, "hint": "The model below represents a molecule of chloroform. Chloroform was once used for pain relief. It is no longer used because it can be dangerous to humans.", "image": "data/scienceqa/images/test/11421/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if chloroform is an elementary substance or a compound.\nIn this model, each ball is labeled with C for carbon, H for hydrogen, or Cl for chlorine. So, the model shows you that chloroform is made of three chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, chloroform is a compound.", "split": "test"}
{"question": "Is hornblende a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 1, "hint": "Hornblende has the following properties:\nfound in nature\npure substance\ndull luster\nfixed crystal structure\nsolid\nnot made by organisms", "image": "data/scienceqa/images/test/11429/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "Hornblende has all the properties of a mineral. So, hornblende is a mineral.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Neptune is less than 75% of the volume of Uranus.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/11434/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of 75% of the volume of Uranus by multiplying its volume by 0.75.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 51,248 billion km^3. So, the volume of Neptune is more than 75% of the volume of Uranus.", "split": "test"}
{"question": "Identify the question that Mike's experiment can best answer.", "choices": ["Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?", "Does temperature affect how much bacteria can grow in liquid?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMike mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Mike used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.", "image": "data/scienceqa/images/test/11446/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Salt Lake City", "Nashville", "Boston", "Salem"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11468/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "Which animal is also adapted to use its neck to appear large and scary to a predator?", "choices": ["Madagascar day gecko", "Mozambique spitting cobra"], "answer": 1, "hint": "Bearded dragons are lizards. Their predators include owls, eagles, and snakes. The  uses its neck to appear large and scary to a predator.\nFigure: bearded dragon.", "image": "data/scienceqa/images/test/11502/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the bearded dragon.\nWhen frightened, the bearded dragon can spread out its hood to appear larger and more dangerous. If a predator is nearby, the hood can help scare it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Mozambique spitting cobra has a hood around its neck. It uses its neck to appear larger and more dangerous to a predator.\nThe Madagascar day gecko has a short neck. Its neck is not adapted to help it appear larger and more dangerous to a predator.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Boulder", "Colorado Springs", "Dallas", "Denver"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11509/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "rough", "fragile"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/11514/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nA fragile object will break into pieces if you drop it. The car bumper and the gold ring are not fragile.\nA rough object feels scratchy when you touch it. The car bumper and the gold ring are not rough.\nThe property that all three objects have in common is shiny.", "split": "test"}
{"question": "Select the true statement.", "choices": ["Animals need food, but plants don't.", "Chemical energy can be used for cell growth."], "answer": 1, "hint": "Plants, animals, and all other organisms need energy from food to live and grow.\n\nHow do organisms get energy from food? Inside an organism's cells, food molecules are broken down and rearranged through chemical reactions. The reactions release chemical energy that the cells can use to power growth and other important cell processes. These processes allow the entire organism to live and grow.\nFigure: a bear getting food.", "image": "data/scienceqa/images/test/11523/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Photosynthesis", "skill": "How do plants use and change energy?", "lecture": "", "solution": "Chemical energy can be used for cell growth.\nCells can use chemical energy to power many important cell processes, including growth.\nAnimals need food, but plants don't.\nAll organisms need energy from food. Some organisms, including most plants, make their own food.\nMolecules from food can provide energy.\nIn cells, food molecules are broken down and rearranged. These changes release chemical energy.", "split": "test"}
{"question": "Identify the question that Tanvi's experiment can best answer.", "choices": ["Are eggs more likely to float in fresh water or salty water?", "Does the amount of water in a glass affect whether eggs sink or float in the water?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTanvi poured four ounces of water into each of six glasses. Tanvi dissolved one tablespoon of salt in each of three glasses, and did not add salt to the other three. Then, Tanvi placed an egg in one glass and observed if the egg floated. She removed the egg and dried it. She repeated the process with the other five glasses, recording each time if the egg floated. Tanvi repeated this test with two more eggs and counted the number of times the eggs floated in fresh water compared to salty water.\nFigure: an egg floating in a glass of salty water.", "image": "data/scienceqa/images/test/11532/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which part of the pineapple tree do we usually eat?", "choices": ["the leaves", "the root", "the fruit"], "answer": 2, "hint": "People use pineapple trees for food. We usually eat the part of this plant that contains the seeds. It grows from a pollinated flower.", "image": "data/scienceqa/images/test/11546/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Classify fruits and vegetables as plant parts", "lecture": "The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\nAfter they are pollinated, the flowers make seeds and fruit.\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\nThe seeds can grow into a new plant. Germination is when a seed begins to grow.", "solution": "The part of the pineapple tree we usually eat is the fruit. It contains the seeds.", "split": "test"}
{"question": "Which solution has a higher concentration of purple particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each purple ball represents one particle of solute.", "image": "data/scienceqa/images/test/11552/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A and Solution B have the same number of purple particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Which statement describes the Peary Land ecosystem?", "choices": ["It has warm summers and cool winters.", "It has many evergreen trees.", "It has mostly small plants."], "answer": 2, "hint": "Figure: Peary Land.\nPeary Land is a tundra ecosystem in northern Greenland. It is part of Northeast Greenland National Park. That park is one of the largest national parks in the world, covering about 375,000 square miles.", "image": "data/scienceqa/images/test/11559/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has mostly small plants. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters. It has many evergreen trees.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Southern Ocean", "the Arctic Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11572/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["New York", "Ohio", "Colorado", "Mississippi"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11578/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New York is farthest east.", "split": "test"}
{"question": "What is the expected ratio of offspring with dumbo ears to offspring with normal ears? Choose the most likely ratio.", "choices": ["3:1", "0:4", "2:2", "4:0", "1:3"], "answer": 1, "hint": "This passage describes the ear type trait in rats:\nSome rats have dumbo ears, which are larger and rounder than normal ears. Dumbo ears are also set on the sides of the rat's head instead of on the top. The word dumbo comes from the name of a cartoon elephant whose ears had a similar appearance.\nIn a group of rats, some individuals have normal ears and others have dumbo ears. In this group, the gene for the ear type trait has two alleles. The allele for normal ears (E) is dominant over the allele for dumbo ears (e).\nThis Punnett square shows a cross between two rats.", "image": "data/scienceqa/images/test/11583/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with dumbo ears or normal ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the E allele, which is for normal ears, is dominant over the e allele, which is for dumbo ears.\nDumbo ears is the recessive allele's version of the ear type trait. A rat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with dumbo ears must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nNormal ears is the dominant allele's version of the ear type trait. A rat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with normal ears must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with dumbo ears to offspring with normal ears is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with dumbo ears. Instead, this cross is expected to always produce offspring with normal ears.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["European nightjar", "Caprimulgus europaeus"], "answer": 1, "hint": "This organism is Caprimulgus europaeus. It is also called a European nightjar.", "image": "data/scienceqa/images/test/11590/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Caprimulgus europaeus is written in italics. The first word is capitalized, and the second word is not.\nSo, Caprimulgus europaeus is the scientific name.", "split": "test"}
{"question": "Which material are these marbles made of?", "choices": ["glass", "cardboard"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11596/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the marbles.\nThe marbles are made of glass.\nHow are marbles made? First, glass is heated until it gets very soft. Next, the soft glass is rolled into balls. The glass balls slowly cool and form marbles.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Delaware", "Florida", "Rhode Island", "Maine"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11599/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Florida is farthest west.", "split": "test"}
{"question": "Which animal's neck is also adapted for reaching high branches?", "choices": ["bison", "giraffe"], "answer": 1, "hint": "Gerenuk eat leaves and twigs. The 's neck is adapted for reaching branches that are high above the ground.\nFigure: gerenuk.", "image": "data/scienceqa/images/test/11605/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the gerenuk.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe giraffe has a long neck. Its neck is adapted for reaching high branches.\nThe bison has a short neck. Its neck is not adapted for reaching high branches. The bison eats mostly grass.", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Richmond", "Provo", "Phoenix", "Salt Lake City"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11606/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Pacific Ocean", "the Arctic Ocean", "the Indian Ocean", "the Atlantic Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11607/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Pacific Ocean.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["transparent", "bouncy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/11608/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The glass bottle is not bouncy.\nYou can see clearly through a transparent object. The glass bottle is transparent.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the right than to the left", "to the left than to the right"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/11609/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 6 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 4 solute particles on each side of the membrane. There were 2 more solute particles on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/11613/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.", "split": "test"}
{"question": "What can Neil and Darnell trade to each get what they want?", "choices": ["Darnell can trade his almonds for Neil's tomatoes.", "Darnell can trade his broccoli for Neil's oranges.", "Neil can trade his tomatoes for Darnell's sandwich.", "Neil can trade his tomatoes for Darnell's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNeil and Darnell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/11656/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Neil wanted broccoli in his lunch and Darnell was hoping for tomatoes. Look at the labeled part of the images.\nNeil has tomatoes. Darnell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Olympia", "Salt Lake City", "Nampa", "Springfield"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11664/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Papua New Guinea", "New Zealand", "Australia", "Nauru"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11675/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/11690/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Georgia", "Kentucky", "New Mexico", "Arkansas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11695/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Kentucky is farthest north.", "split": "test"}
{"question": "What can Jennifer and Melissa trade to each get what they want?", "choices": ["Jennifer can trade her tomatoes for Melissa's carrots.", "Melissa can trade her broccoli for Jennifer's oranges.", "Melissa can trade her almonds for Jennifer's tomatoes.", "Jennifer can trade her tomatoes for Melissa's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJennifer and Melissa open their lunch boxes in the school cafeteria. Neither Jennifer nor Melissa got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJennifer's lunch Melissa's lunch", "image": "data/scienceqa/images/test/11696/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJennifer wants broccoli. Melissa wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Can Rhizophora mangle cells make their own food?", "choices": ["no", "yes"], "answer": 1, "hint": "This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.", "image": "data/scienceqa/images/test/11715/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Rhizophora mangle is a plant. Plant cells can make their own food. Plant cells make food using photosynthesis.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["smooth", "translucent", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/11733/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The rubber ball and the silver ring are not translucent.\nYou can see clearly through a transparent object. The magnifying glass is transparent, but the rubber ball and the silver ring are not.\nA smooth object is not scratchy or rough. All four objects are smooth.\nThe property that all four objects have in common is smooth.", "split": "test"}
{"question": "Which statement describes the Tibetan Plateau ecosystem?", "choices": ["It has warm summers and cool winters.", "It has soil that is frozen year-round."], "answer": 1, "hint": "Figure: Tibetan Plateau.\nThe Tibetan Plateau is a tundra ecosystem located in Tibet, western China, and northern India. The plateau is over 14,800 feet high and is surrounded by many mountain ranges.", "image": "data/scienceqa/images/test/11738/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statements describe the Tibetan Plateau ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has soil that is frozen year-round. It has mostly small plants. The following statement does not describe the Tibetan Plateau: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has warm summers and cool winters.", "split": "test"}
{"question": "Which of the following best describes a community in the Great Sand Dunes?", "choices": ["the grasses and the prairie sunflowers", "the Ord's kangaroo rats", "the grasses, the water, and the sand dunes"], "answer": 0, "hint": "Read the passage. Then answer the question below.\n\nThe tallest sand dunes in North America are in Colorado. In this desert region, the top few inches of sand are usually dry, but the lower layers remain moist year-round.\nOrd's kangaroo rats spend their entire lives in these dunes. They collect seeds from grasses and prairie sunflowers, and then bury the seeds in the moist layers of sand. Later, the rats come back to eat their buried seeds. The seeds absorb enough moisture from the sand that the kangaroo rats never need to drink water!\nFigure: Great Sand Dunes National Park and Preserve in Colorado.", "image": "data/scienceqa/images/test/11745/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe populations, communities, and ecosystems", "lecture": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/11757/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/11758/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Oklahoma City", "Orlando", "Tallahassee", "Tampa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11761/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "Which animal is also adapted for climbing trees?", "choices": ["bare-eared squirrel monkey", "chital"], "answer": 0, "hint": "Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.\nFigure: crested black macaque.", "image": "data/scienceqa/images/test/11768/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the crested black macaque.\nThe crested black macaque has long fingers and toes. It is adapted for climbing trees. The crested black macaque uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe chital has four hoofed feet. It is not adapted for climbing trees. The chital uses its feet to walk and run.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/11772/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each salmon . . . the surroundings", "the surroundings . . . each salmon"], "answer": 1, "hint": "Ryan lit the charcoal in his grill to cook two identical salmon. He put one fish on the left half of the grill and one fish on the right half of the grill. This table shows how the temperature of each salmon changed over 6minutes.", "image": "data/scienceqa/images/test/11784/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon.", "split": "test"}
{"question": "Which statement is true about the average monthly precipitation in Charlotte?", "choices": ["January is the month with the highest average precipitation.", "Precipitation does not change much from month to month.", "Charlotte has a rainy season and a dry season."], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/11799/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Charlotte, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Charlotte has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has some rain, and there is no dry season. So, Charlotte does not have a rainy season and a dry season.\nChoice \"January is the month with the highest average precipitation.\" is incorrect.\nSeveral other months have a slightly higher average precipitation than January.\nChoice \"Precipitation does not change much from month to month.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Michigan", "New York", "North Dakota", "California"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11805/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Kiribati", "Solomon Islands", "the Marshall Islands", "the Federated States of Micronesia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11818/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.", "split": "test"}
{"question": "Is granite a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Granite has the following properties:\nnot made by living things\nno fixed crystal structure\nnaturally occurring\nnot a pure substance\nsolid", "image": "data/scienceqa/images/test/11819/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Granite does not have all the properties of a mineral. So, granite is not a mineral.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["sticky", "bouncy", "stretchy"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/11860/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA sticky object can attach or stick to other things. All three objects are sticky.\nA stretchy object gets longer when you pull on it. The ice cream sundae and the ice pop are not stretchy.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nThe property that all three objects have in common is sticky.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Nashville", "Knoxville", "Memphis", "Indianapolis"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11890/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Harrisburg", "Biloxi", "Jackson", "Rapid City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11897/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "What is the capital of Georgia?", "choices": ["Augusta", "Lincoln", "Jackson", "Atlanta"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11917/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Atlanta is the capital of Georgia.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Montpelier", "Providence", "Augusta", "Portland"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11921/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["sticky", "salty"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/11922/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nPotato chips have a salty taste. Both objects are salty.\nA sticky object can stick to other things. Neither of the objects are sticky.\nThe property that both objects have in common is salty.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Indianapolis", "Lansing", "Fort Wayne", "Springfield"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11926/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "Is granite a mineral or a rock?", "choices": ["mineral", "rock"], "answer": 1, "hint": "Granite has the following properties:\nno fixed crystal structure\nnot made by organisms\nsolid\nnot a pure substance\ncoarse-grained texture\nfound in nature", "image": "data/scienceqa/images/test/11928/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "The properties of granite match the properties of a rock. So, granite is a rock.", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Huntington", "Pierre", "Charleston", "Austin"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/11930/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "Select the organism in the same genus as the pickerel frog.", "choices": ["Lithobates catesbeianus", "Agalychnis callidryas", "Bufo guttatus"], "answer": 0, "hint": "This organism is a pickerel frog. Its scientific name is Lithobates palustris.", "image": "data/scienceqa/images/test/11932/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A pickerel frog's scientific name is Lithobates palustris. The first word of its scientific name is Lithobates.\nLithobates catesbeianus is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates catesbeianus and Lithobates palustris are in the same genus.\nAgalychnis callidryas is in the genus Agalychnis. The first word of its scientific name is Agalychnis. So, Agalychnis callidryas and Lithobates palustris are not in the same genus.\nBufo guttatus is in the genus Bufo. The first word of its scientific name is Bufo. So, Bufo guttatus and Lithobates palustris are not in the same genus.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Honolulu", "Nashville", "Little Rock", "Memphis"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11936/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: Lake Titicaca.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/11942/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nLake Titicaca is a large, deep lake on the border between Peru and Bolivia. Dry, windy conditions are common each year in June, July, and August.\nThe underlined part of the passage tells you about the usual wind patterns at Lake Titicaca. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Montgomery", "Birmingham", "Little Rock", "Raleigh"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/11948/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Indian Ocean", "the Atlantic Ocean", "the Pacific Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11955/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Pacific Ocean.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Olympia", "Phoenix", "Tucson", "Santa Fe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/11975/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Connecticut", "Georgia", "Indiana", "North Carolina"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/11983/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is North Carolina.", "split": "test"}
{"question": "What is the probability that a fruit fly produced by this cross will have normal wings?", "choices": ["1/4", "3/4", "2/4", "0/4", "4/4"], "answer": 4, "hint": "This passage describes the wing type trait in fruit flies:\nSome scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).\nThis Punnett square shows a cross between two fruit flies.", "image": "data/scienceqa/images/test/11988/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/11992/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Select the bird below.", "choices": ["ocean sunfish", "water buffalo", "penguin", "common toad"], "answer": 2, "hint": "Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA bald eagle is an example of a bird.", "image": "data/scienceqa/images/test/11995/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A penguin is a bird. It has feathers, two wings, and a beak.\nPenguins live near water. Penguins cannot fly! They use their wings to swim.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA common toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nAn ocean sunfish is a fish. It lives underwater. It has fins, not limbs.\nOcean sunfish have a flat body and wide fins. They sometimes swim to the ocean's surface to rest in the sun.", "split": "test"}
{"question": "Which of the following could Bruce's test show?", "choices": ["which side of the roof got more sun over one day", "how many solar panels could fit on each side of the roof", "the amount of sunlight the roof would get throughout the year"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBruce was installing solar panels on the roof of a client's house. The panels had to provide enough electricity to power the house year-round. Bruce needed to decide how many panels to install and which side of the roof to install them on. If he put the panels on the side that got the most sun, then he could use fewer panels, and the client would save money. Bruce installed sunlight sensors on both sides of the roof. Then, he measured the amount of sunlight the sensors on each side of the roof recorded over one sunny summer day.\nFigure: installing solar panels on a roof.", "image": "data/scienceqa/images/test/12008/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which solution has a higher concentration of purple particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each purple ball represents one particle of solute.", "image": "data/scienceqa/images/test/12016/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maine", "Connecticut", "Delaware", "Pennsylvania"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/12026/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Delaware.", "split": "test"}
{"question": "Based on the arrows, which of the following organisms is a producer?", "choices": ["lichen", "barren-ground caribou"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/12031/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.\nThe lichen does not have an arrow pointing to it. So, the lichen is a producer.\nThe barren-ground caribou has an arrow pointing to it from the lichen. So, the barren-ground caribou is a consumer, not a producer.", "split": "test"}
{"question": "What is the probability that a budgerigar parakeet produced by this cross will be heterozygous for the body feather color gene?", "choices": ["4/4", "2/4", "3/4", "1/4", "0/4"], "answer": 1, "hint": "In a group of budgerigar parakeets, some individuals have green body feathers and others have blue body feathers. In this group, the gene for the body feather color trait has two alleles. The allele for green body feathers (B) is dominant over the allele for blue body feathers (b).\nThis Punnett square shows a cross between two budgerigar parakeets.", "image": "data/scienceqa/images/test/12033/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4", "solution": "", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Oklahoma City", "Boise", "Baton Rouge", "Nampa"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12034/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Montgomery", "Concord", "Manchester", "Jackson"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12054/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "Identify the question that Maya's experiment can best answer.", "choices": ["Do radish plants grown under bright light have more leaves than radish plants grown under dim light?", "Do radishes grown under bright light get bigger than radishes grown under dim light?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nMaya planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Maya watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.", "image": "data/scienceqa/images/test/12056/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/12072/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Which month has the highest average precipitation in Santiago?", "choices": ["August", "June", "March"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/12083/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Santiago, look at the graph.\nChoice \"Mar\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Aug\" is incorrect.\nJune has an average monthly precipitation of about 80 millimeters. This is higher than in any other month. So, June has the highest average precipitation.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Antarctica", "South America", "Africa"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12096/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Does Rhizophora mangle have cells that have a nucleus?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.", "image": "data/scienceqa/images/test/12105/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Rhizophora mangle is a plant. Plant cells have a nucleus.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/12116/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["New Zealand", "Palau", "the Marshall Islands", "Papua New Guinea"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12117/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is New Zealand.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Michigan", "Minnesota", "North Dakota", "Iowa"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12135/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is Michigan.", "split": "test"}
{"question": "Is Hevea brasiliensis made up of many cells?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Hevea brasiliensis. It is a member of the plant kingdom.\nHevea brasiliensis is commonly called a rubber tree. Rubber trees make a white liquid called latex. Rubber trees use latex for protection. Latex has a bad taste and can be poisonous to some animals. So, the latex helps to stop animals from eating the rubber tree's leaves and branches.", "image": "data/scienceqa/images/test/12137/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Hevea brasiliensis is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/12139/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/12143/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.", "split": "test"}
{"question": "Which type of relationship is formed when a hawk moth visits a petunia flower?", "choices": ["commensal", "mutualistic", "parasitic"], "answer": 1, "hint": "Read the passage. Then answer the question.\n\nHawk moths visit many types of plants to find nectar, including petunias. Petunias produce nectar deep inside their flowers. To reach the nectar, a moth puts its long, tubular mouthpart, called a proboscis, inside a flower. While the moth drinks nectar, pollen from the flower sticks to the moth's head and proboscis.\nLater, the moth visits another petunia flower to drink more nectar. When pollen on the moth's head and proboscis is transferred to the female part of the other flower, that flower is pollinated. After the moth pollinates the flower, the petunia is able to reproduce.\nFigure: a hawk moth visiting a petunia flower.", "image": "data/scienceqa/images/test/12167/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Classify symbiotic relationships", "lecture": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)", "solution": "When a hawk moth visits a petunia flower, the moth drinks nectar. The moth uses the nectar to survive and grow. So, the moth benefits from its relationship with the petunia.\nThe petunia flower is pollinated when the moth visits it. After the petunia is pollinated, it is able to reproduce. So, the petunia also benefits from its relationship with the moth.\nSince both the moth and the petunia benefit, a mutualistic relationship is formed when a hawk moth pollinates a petunia flower.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Boston", "Billings", "Bismarck", "Helena"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12174/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["San Francisco", "Sacramento", "Atlanta", "Carson City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12176/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Kitts and Nevis", "Haiti", "Barbados", "Saint Lucia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12255/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Lucia.", "split": "test"}
{"question": "Which material is these swim goggles made of?", "choices": ["rock", "rubber"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12269/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the swim goggles.\nThe swim goggles are made of two different materials. The lenses are plastic, and the straps are rubber.", "split": "test"}
{"question": "Select the true statement.", "choices": ["Genes affect traits.", "Eye color is an example of a gene."], "answer": 0, "hint": "Look at the image and read the text. Then, answer the question.\nvariation in the human eye color trait\nAll organisms inherit certain traits from their parents. Information about these inherited traits is found in genes. Genes are pieces of hereditary material that are passed from parents to offspring. An organism's genes affect its inherited traits.", "image": "data/scienceqa/images/test/12284/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Genes, proteins, and traits: understanding the genetic code", "lecture": "", "solution": "Genes are passed down from parents to offspring.\nWhen an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down.\nAll organisms have genes.\nAll organisms have genes that contain information about their inherited traits.\nEye color is an example of a gene.\nAn organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.\nGenes affect traits.\nGenes contain information about inherited traits.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Los Angeles", "Sacramento", "San Francisco", "Nampa"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12287/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which animal's mouth is also adapted to get insects out of burrows?", "choices": ["gorilla", "long-beaked echidna"], "answer": 1, "hint": "Giant anteaters eat insects such as ants and termites. These insects often live in holes called burrows. The anteater's mouth is adapted to get insects out of burrows.\nFigure: giant anteater.", "image": "data/scienceqa/images/test/12298/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the giant anteater.\nA tube-shaped snout helps the giant anteater reach into a burrow. A long, sticky tongue helps it catch the insects.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe long-beaked echidna has a tube-shaped snout and a long, sticky tongue. Its mouth is adapted to eat insects that live inside burrows.\nThe mountain gorilla has a wide snout. Its mouth is not adapted to get insects out of burrows. The mountain gorilla uses its mouth to eat leaves and fruit.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/12332/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/12335/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Boston", "Plymouth", "Baltimore", "Annapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12357/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "Select the organism in the same species as the Panamanian golden frog.", "choices": ["Atelopus zeteki", "Hyla japonica", "Bufo guttatus"], "answer": 0, "hint": "This organism is a Panamanian golden frog. Its scientific name is Atelopus zeteki.", "image": "data/scienceqa/images/test/12358/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Panamanian golden frog's scientific name is Atelopus zeteki.\nHyla japonica does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Hyla japonica are not in the same species.\nBufo guttatus does not have the same scientific name as a Panamanian golden frog. So, Atelopus zeteki and Bufo guttatus are not in the same species.\nAtelopus zeteki has the same scientific name as a Panamanian golden frog. So, these organisms are in the same species.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["hammerhead shark", "red-headed poison frog", "water buffalo", "woodpecker"], "answer": 2, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA sea otter is an example of a mammal.", "image": "data/scienceqa/images/test/12365/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA woodpecker is a bird. It has feathers, two wings, and a beak.\nWoodpeckers have strong beaks. They use their beaks to drill into wood to hunt for food.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA hammerhead shark is a fish. It lives underwater. It has fins, not limbs.\nHammerhead sharks get their names from the shape of their heads. They have a wide, flat head and a small mouth.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "the Dominican Republic", "Cuba", "The Bahamas"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12397/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is The Bahamas.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Pacific Ocean", "the Southern Ocean", "the Indian Ocean", "the Atlantic Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/12403/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Indian Ocean.", "split": "test"}
{"question": "Identify the question that Jayce's experiment can best answer.", "choices": ["Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?", "Do steel nails take fewer days to rust in water compared to vinegar?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJayce put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Jayce checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/12406/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["California", "Rhode Island", "New York", "Washington"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12413/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. California is farthest south.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/12418/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in New Orleans?", "choices": ["October is the wettest month.", "The wettest months of the year are June, July, and August.", "June, July, and August are the driest months of the year."], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/12438/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in New Orleans, look at the graph.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"The wettest months of the year are June, July, and August.\" is incorrect.\nOn average, more precipitation falls during June, July, and August than during other months of the year. So, June, July, and August are the wettest months.\nChoice \"June, July, and August are the driest months of the year.\" is incorrect.\nOn average, slightly more precipitation falls during June, July, and August than during the other months of the year. So, June, July, and August are not the driest months.\nChoice \"October is the wettest month.\" is incorrect.\nEvery other month has a higher average precipitation than October. So, October is the driest, not the wettest, month.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["rough", "salty", "yellow"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/12446/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. The potato chips are yellow, but the ocean water is not.\nA rough object feels scratchy when you touch it. The cracker and the potato chips are rough, but the ocean water is not.\nPotato chips have a salty taste. All three objects are salty.\nThe property that all three objects have in common is salty.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Georgia", "North Carolina", "Tennessee", "Pennsylvania"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12455/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "Antigua and Barbuda", "Barbados", "Saint Kitts and Nevis"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12473/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Antigua and Barbuda.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/12477/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["bromomethane", "trichlorofluoromethane", "tetraphosphorus"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/12487/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/12489/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["translucent", "flexible", "sweet"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/12506/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The jello is flexible, but the wet ice cube is not.\nSugar has a sweet taste. The jello is sweet, but the wet ice cube and the ocean water are not.\nA translucent object lets light through. But you cannot see clearly through a translucent object. All four objects are translucent.\nThe property that all four objects have in common is translucent.", "split": "test"}
{"question": "Which better describes the Peary Land ecosystem?", "choices": ["It has short, cold summers. It also has many trees and shrubs.", "It has long, cold winters. It also has mostly small plants."], "answer": 1, "hint": "Figure: Peary Land.\nPeary Land is a tundra ecosystem in northern Greenland.", "image": "data/scienceqa/images/test/12513/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, Peary Land has long, cold winters. It also has mostly small plants.", "split": "test"}
{"question": "What is the capital of Georgia?", "choices": ["Athens", "Tallahassee", "Savannah", "Atlanta"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12535/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Atlanta is the capital of Georgia.", "split": "test"}
{"question": "Select the organism in the same genus as the sand cat.", "choices": ["Felis margarita", "Lynx canadensis", "Lynx rufus"], "answer": 0, "hint": "This organism is a sand cat. Its scientific name is Felis margarita.", "image": "data/scienceqa/images/test/12553/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A sand cat's scientific name is Felis margarita. The first word of its scientific name is Felis.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Felis margarita are not in the same genus.\nLynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Felis margarita are not in the same genus.\nThis organism and the sand cat are in the same genus and the same species! Both organisms have the same scientific name, Felis margarita.", "split": "test"}
{"question": "Which solution has a higher concentration of yellow particles?", "choices": ["Solution B", "Solution A", "neither; their concentrations are the same"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.", "image": "data/scienceqa/images/test/12556/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of yellow particles per milliliter.\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["away from the magnet", "toward the magnet"], "answer": 1, "hint": "A horseshoe magnet attracts paper clips with a magnetic force. This magnetic force pulls the paper clips upward so they do not fall.", "image": "data/scienceqa/images/test/12577/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The magnet pulls the paper clips upward. The direction of the pull is toward the magnet.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Illinois", "Georgia", "Maryland", "Ohio"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12587/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.", "split": "test"}
{"question": "What can Lamar and Jackson trade to each get what they want?", "choices": ["Jackson can trade his almonds for Lamar's tomatoes.", "Jackson can trade his broccoli for Lamar's oranges.", "Lamar can trade his tomatoes for Jackson's carrots.", "Lamar can trade his tomatoes for Jackson's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLamar and Jackson open their lunch boxes in the school cafeteria. Neither Lamar nor Jackson got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLamar's lunch Jackson's lunch", "image": "data/scienceqa/images/test/12608/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nLamar wants broccoli. Jackson wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Los Angeles", "Chicago", "San Francisco", "Denver"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/12611/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Major U.S. cities", "lecture": "", "solution": "The city is San Francisco, California. Los Angeles, Denver, and Chicago are marked with gray circles on the map below.", "split": "test"}
{"question": "Which better describes the Belize Barrier Reef ecosystem?", "choices": ["It has salty water. It also has many different types of organisms.", "It has water with not much salt. It also has many different types of organisms."], "answer": 0, "hint": "Figure: Belize Barrier Reef.\nThe Belize Barrier Reef is a tropical coral reef ecosystem near the coast of Belize.", "image": "data/scienceqa/images/test/12641/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, the Belize Barrier Reef has salty water. It also has many different types of organisms.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["fragile", "sticky", "colorful"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/12645/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. All three objects are colorful.\nA sticky object can attach or stick to other things. None of the objects are sticky.\nA fragile object will break into pieces if you drop it. The socks and the hot air balloon are not fragile.\nThe property that all three objects have in common is colorful.", "split": "test"}
{"question": "Which type of force from the older brother moves the car forward?", "choices": ["pull", "push"], "answer": 1, "hint": "A boy and his younger brother play with their toy car in the snow. The older brother applies a force to the back of the car to move it forward.", "image": "data/scienceqa/images/test/12652/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The older brother applies a force to the back of the car. This force moves the car forward. The direction of this force is away from the older brother. This force is a push.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/12664/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Colorado", "California", "Texas", "North Dakota"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12673/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. California is farthest west.", "split": "test"}
{"question": "Select the organism in the same genus as the gray heron.", "choices": ["Lissotriton helveticus", "Ardea cinerea", "Hyla cinerea"], "answer": 1, "hint": "This organism is a gray heron. Its scientific name is Ardea cinerea.", "image": "data/scienceqa/images/test/12675/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.\nLissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ardea cinerea are not in the same genus.\nThis organism and the gray heron are in the same genus and the same species! Both organisms have the same scientific name, Ardea cinerea.\nHyla cinerea and Ardea cinerea are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Hyla cinerea and Ardea cinerea have the same species name within their genus, cinerea. But the first words of their scientific names are different. Hyla cinerea is in the genus Hyla, and Ardea cinerea is in the genus Ardea.", "split": "test"}
{"question": "Which air temperature was measured within the outlined area shown?", "choices": ["-22\u00b0C", "-1\u00b0C", "2\u00b0C"], "answer": 0, "hint": "The map below shows air temperatures in the lower atmosphere on October 28, 2016. The outlined area shows an air mass that influenced weather in Asia on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division", "image": "data/scienceqa/images/test/12712/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Identify and compare air masses", "lecture": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.", "solution": "Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\n10\u00b0C.\n-22\u00b0C is within this range.\n-1\u00b0C and 2\u00b0C are outside of this range.", "split": "test"}
{"question": "Which i in column 3?", "choices": ["the library", "the restaurant", "the police department", "the grocery store"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12723/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The grocery store is in column 3.", "split": "test"}
{"question": "Complete the statement.\nPhosphine is ().", "choices": ["a compound", "an elementary substance"], "answer": 0, "hint": "The model below represents a molecule of phosphine. Phosphine is a poisonous gas that some farmers use to kill insects.", "image": "data/scienceqa/images/test/12733/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether phosphine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of phosphine is composed of three hydrogen atoms and one phosphorus atom bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that phosphine is composed of two chemical elements: hydrogen and phosphorus. Since phosphine is composed of multiple chemical elements bonded together, phosphine is a compound.", "split": "test"}
{"question": "Which statement describes the Sonoran Desert ecosystem?", "choices": ["It has only a few types of organisms.", "It has warm, wet summers.", "It has a small amount of rain."], "answer": 2, "hint": "Figure: Sonoran Desert.\nThe Sonoran Desert is a hot desert ecosystem in the southwestern United States and northwestern Mexico. This desert is home to wild saguaro cactus, which can grow over 70 feet tall.", "image": "data/scienceqa/images/test/12753/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the following statement describes the Sonoran Desert ecosystem: a small amount of rain, dry, thin soil, and many different types of organisms. It has a small amount of rain. The following statements do not describe the Sonoran Desert: a small amount of rain, dry, thin soil, and many different types of organisms. It has warm, wet summers. It has only a few types of organisms.", "split": "test"}
{"question": "Is a bowling ball a solid, a liquid, or a gas?", "choices": ["a liquid", "a solid", "a gas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12776/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "A bowling ball is a solid. A solid has a size and shape of its own.\nA bowling ball can knock down bowling pins. But after it hits the pins, the bowling ball still has a size and shape of its own.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Billings", "Honolulu", "Cincinnati", "Helena"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12787/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Hampshire", "Kentucky", "Georgia", "Rhode Island"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12799/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "What can Samir and Derek trade to each get what they want?", "choices": ["Samir can trade his tomatoes for Derek's carrots.", "Derek can trade his broccoli for Samir's oranges.", "Derek can trade his almonds for Samir's tomatoes.", "Samir can trade his tomatoes for Derek's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSamir and Derek open their lunch boxes in the school cafeteria. Neither Samir nor Derek got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nSamir's lunch Derek's lunch", "image": "data/scienceqa/images/test/12815/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nSamir wants broccoli. Derek wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Pierre", "Nampa", "Santa Fe", "Boise"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12827/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Norfolk", "Salem", "Birmingham", "Montgomery"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12839/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "Which trait did Curculioides adompha have? Select the trait you can observe on the fossil.", "choices": ["red eyes", "eight legs"], "answer": 1, "hint": "This picture shows a fossil of an animal called Curculioides adompha. This fossil is more than 300,000,000 years old.", "image": "data/scienceqa/images/test/12841/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maine", "Pennsylvania", "Delaware", "Massachusetts"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12842/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 1, "hint": "Figure: Las Vegas.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/12845/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nLas Vegas is in the desert. On average, Las Vegas has almost 300 clear, sunny days each year!\nThe underlined part of the passage tells you about the usual pattern of cloud cover in Las Vegas. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Seattle", "Sacramento", "Salt Lake City", "Olympia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12856/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/12861/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Michigan?", "choices": ["Detroit", "Oklahoma City", "Jefferson City", "Lansing"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12897/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lansing is the capital of Michigan.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Florida", "Virginia", "Vermont", "West Virginia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12905/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Cleveland", "Cincinnati", "Concord", "Columbus"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12909/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Pittsburgh", "Denver", "Seattle", "Helena"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12916/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "In which region did the Republican candidate do the best?", "choices": ["the Northwest", "the South", "the West"], "answer": 0, "hint": "By the 1850s, slavery was a major issue in presidential elections. In 1856, the antislavery Republican Party competed in its first presidential election. Use the election map to answer the question below.", "image": "data/scienceqa/images/test/12924/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "Early 19th century American history", "skill": "Antebellum Period: slavery and politics part II", "lecture": "", "solution": "", "split": "test"}
{"question": "What is the capital of Arkansas?", "choices": ["Columbia", "Austin", "Fayetteville", "Little Rock"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/12938/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Little Rock is the capital of Arkansas.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/12940/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What can Jenny and Zoe trade to each get what they want?", "choices": ["Zoe can trade her almonds for Jenny's tomatoes.", "Jenny can trade her tomatoes for Zoe's carrots.", "Zoe can trade her broccoli for Jenny's oranges.", "Jenny can trade her tomatoes for Zoe's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJenny and Zoe open their lunch boxes in the school cafeteria. Neither Jenny nor Zoe got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nJenny's lunch Zoe's lunch", "image": "data/scienceqa/images/test/12961/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nJenny wants broccoli. Zoe wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/12965/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "What is the capital of North Dakota?", "choices": ["Pierre", "Juneau", "Bismarck", "Jefferson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/12979/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Bismarck is the capital of North Dakota.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Kitts and Nevis", "Antigua and Barbuda", "Jamaica", "Saint Lucia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12983/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Kitts and Nevis.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Pierre", "Sioux Falls", "Madison", "Springfield"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/12984/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Montana", "Oregon", "California", "Washington"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/12995/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is Oregon.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Pacific Ocean", "the Arctic Ocean", "the Southern Ocean", "the Atlantic Ocean"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13009/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Look at the picture. Which word best describes the sound this thunderstorm makes?", "choices": ["purring", "booming", "squeaking"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13015/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "writing-strategies", "category": "Descriptive details", "skill": "Choose the sensory details that match the picture", "lecture": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n", "solution": "Look at the picture.\nThe word booming describes the sound this thunderstorm makes.\nPurring and squeaking can also describe sounds. But they do not describe the sounds this thunderstorm makes.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "South America", "North America", "Europe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13016/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Asia", "Africa", "South America"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13017/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Europe.", "split": "test"}
{"question": "Which of the following organisms is the primary consumer in this food web?", "choices": ["Arctic fox", "rough-legged hawk", "mushroom"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/13054/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe mushroom has arrows pointing to it from the barren-ground caribou and the grizzly bear. Neither the barren-ground caribou nor the grizzly bear is a producer, so the earthworm is not a primary consumer.\nThe Arctic fox has an arrow pointing to it from the bilberry. The bilberry is a producer, so the Arctic fox is a primary consumer.\nThe barren-ground caribou has an arrow pointing to it from the lichen. The lichen is a producer, so the barren-ground caribou is a primary consumer.\nThe rough-legged hawk has an arrow pointing to it from the parasitic jaeger. The parasitic jaeger is not a producer, so the rough-legged hawk is not a primary consumer.", "split": "test"}
{"question": "Is diamond a mineral?", "choices": ["no", "yes"], "answer": 1, "hint": "Diamond has the following properties:\nnot made by living things\nfixed crystal structure\nfound in nature\nsolid\nmade of carbon, which is a pure substance", "image": "data/scienceqa/images/test/13058/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Diamond has all the properties of a mineral. So, diamond is a mineral.", "split": "test"}
{"question": "Select the fish below.", "choices": ["clownfish", "American alligator"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.", "image": "data/scienceqa/images/test/13062/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A clownfish is a fish. It lives underwater. It has fins, not limbs.\nAn American alligator is a reptile. It has scaly, waterproof skin.", "split": "test"}
{"question": "What is the probability that a cockatiel produced by this cross will have bright orange cheeks?", "choices": ["2/4", "4/4", "0/4", "1/4", "3/4"], "answer": 1, "hint": "In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).\nThis Punnett square shows a cross between two cockatiels.", "image": "data/scienceqa/images/test/13072/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which bird's beak is also adapted to crack hard seeds?", "choices": ["common swift", "hawfinch"], "answer": 1, "hint": "Evening grosbeaks eat small, hard seeds. The shape of the 's beak is adapted to crack open small, hard seeds.\nFigure: evening grosbeak.", "image": "data/scienceqa/images/test/13078/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the evening grosbeak.\nThe evening grosbeak has a short, thick beak. Its beak is adapted to crack hard seeds. The evening grosbeak uses its short, thick beak to press down on a seed and crack open its hard shell.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe hawfinch has a short, thick beak. Its beak is adapted to crack hard seeds.\nThe common swift has a short, thin beak. Its beak is not adapted to crack hard seeds. The common swift uses its beak to eat insects and other small invertebrates.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "bouncy", "bumpy"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/13093/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The gold nugget is shiny, but the log is not.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nA bouncy object will bounce back from the floor if you drop it. The gold nugget is not bouncy.\nThe property that all three objects have in common is bumpy.", "split": "test"}
{"question": "Identify the question that Ronald's experiment can best answer.", "choices": ["Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?", "Does temperature affect how much bacteria can grow in liquid?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRonald mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Ronald used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.", "image": "data/scienceqa/images/test/13102/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Identify the question that Diane's experiment can best answer.", "choices": ["Do radishes grown under bright light get bigger than radishes grown under dim light?", "Do radish plants grown under bright light have more leaves than radish plants grown under dim light?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nDiane planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Diane watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.", "image": "data/scienceqa/images/test/13114/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/13122/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/13162/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "When might a giant tortoise sleep for weeks at a time?", "choices": ["when there is not much water", "when the tortoise is growing quickly", "when it is cold outside"], "answer": 0, "hint": "Read the text about giant tortoises.\nThe Gal\u00e1pagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy.\nThey often rest for up to sixteen hours a day. And when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to!\nLife has not always been easy for giant tortoises, though. When people first arrived at the Gal\u00e1pagos Islands hundreds of years ago, they took many of the tortoises away. And some people hunted the tortoises for food and oil. Few tortoises are left on the island today. Luckily, many groups of people are now working to keep these giant animals safe. Hopefully, giant tortoises can roam the islands for many years to come.", "image": "data/scienceqa/images/test/13164/image.png", "task": "closed choice", "grade": "grade3", "subject": "language science", "topic": "reading-comprehension", "category": "Informational texts: level 1", "skill": "Read passages about animals", "lecture": "", "solution": "Look at the text in bold below. It tells you when a giant Gal\u00e1pagos tortoise might sleep for weeks at a time.\nThe Gal\u00e1pagos Islands in the Pacific Ocean are home to the giant tortoise. These tortoises are massive, weighing nearly five hundred pounds. However, giant tortoises do not use much energy. They often rest for up to sixteen hours a day. And when there is little water, giant tortoises might sleep for weeks at a time. This helps them save energy. Giant tortoises can live up to a year without food or water if they have to!", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Boston", "Portland", "Salem", "Jefferson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13166/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "Saint Kitts and Nevis", "Jamaica", "the Dominican Republic"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13197/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.", "split": "test"}
{"question": "Select the fish below.", "choices": ["piranha", "American bullfrog", "olive toad", "sea otter"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA goldfish is an example of a fish.", "image": "data/scienceqa/images/test/13199/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "An American bullfrog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.\nA sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nAn olive toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA piranha is a fish. It lives underwater. It has fins, not limbs.\nPiranhas have sharp teeth. Piranhas hunt in groups. A group of piranhas can eat a large animal.", "split": "test"}
{"question": "Which bird's beak is also adapted to get nectar out of long flowers?", "choices": ["green violetear", "secretary bird"], "answer": 0, "hint": "s live in the woodlands and meadows of California and Mexico. The shape of this hummingbird's beak is adapted to get nectar out of long flowers.\nFigure: Allen's hummingbird.", "image": "data/scienceqa/images/test/13202/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the Allen's hummingbird.\nThe Allen's hummingbird has a long, thin beak. Its beak is adapted to get nectar out of long flowers. The Allen's hummingbird's long, thin beak can reach deep into the flowers.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe green violetear has a long, thin beak. Its beak is adapted to get nectar out of long flowers.\nThe secretary bird has a sharp hooked beak. Its beak is not adapted to get nectar out of long flowers. The secretary bird uses its beak to eat meat.", "split": "test"}
{"question": "Complete the sentence.\nThe Cascade Range formed at a () boundary.", "choices": ["divergent", "transform", "convergent"], "answer": 2, "hint": "Read the passage and look at the picture.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.", "image": "data/scienceqa/images/test/13204/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Plate tectonics", "skill": "Describe tectonic plate boundaries around the world", "lecture": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nocean-continent subduction zone\nOne type of convergent boundary is an ocean-continent subduction zone, which forms when a plate with oceanic crust and a plate with continental crust move toward each other. The oceanic crust subducts, or sinks, below the continental crust.\nAs the oceanic crust subducts, a deep-sea trench forms at the plate boundary. Some rock in the subducting plate melts into magma and rises toward the surface. The magma cools and hardens to create a string of volcanoes called a volcanic arc.", "solution": "To figure out what type of plate boundary formed the Cascade Range, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nThe Cascade Range is a volcanic arc in the Pacific Northwest that begins in California and runs north into British Columbia. As the North American Plate and the Juan de Fuca Plate move toward each other, oceanic crust of the Juan de Fuca Plate subducts, or sinks, below continental crust of the North American Plate.\nThere are eighteen volcanoes in the Cascade Range, and some of them are still active. Mount St. Helens is an active volcano near Seattle, Washington. It last erupted in May of 1980.\nThe underlined part of the passage explains that the Cascade Range formed as the two plates moved toward each other. So, the Cascade Range formed at a convergent boundary.", "split": "test"}
{"question": "Which animal is also adapted for climbing trees?", "choices": ["lama", "bare-eared squirrel monkey"], "answer": 1, "hint": "Vervet monkeys live in the grasslands and forests of Africa. They climb trees to find food and shelter. The 's hands and feet are adapted for climbing trees.\nFigure: vervet monkey.", "image": "data/scienceqa/images/test/13215/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Austin", "Boise", "Santa Fe", "Des Moines"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13219/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Huntington", "Oklahoma City", "Charleston", "Buffalo"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13247/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["red-spotted newt", "human"], "answer": 0, "hint": "Amphibians have moist skin and begin their lives in water. A common toad is an example of an amphibian.", "image": "data/scienceqa/images/test/13251/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nA human is a mammal. It has hair and feeds its young milk.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Grenada", "Trinidad and Tobago", "Saint Lucia", "Saint Vincent and the Grenadines"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13253/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Grenada.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Anchorage", "Los Angeles", "Helena", "Honolulu"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13263/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "What can Arianna and Sidney trade to each get what they want?", "choices": ["Arianna can trade her tomatoes for Sidney's sandwich.", "Arianna can trade her tomatoes for Sidney's broccoli.", "Sidney can trade her broccoli for Arianna's oranges.", "Sidney can trade her almonds for Arianna's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nArianna and Sidney open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/13268/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Arianna wanted broccoli in her lunch and Sidney was hoping for tomatoes. Look at the labeled part of the images.\nArianna has tomatoes. Sidney has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which better describes the Amazon rain forest ecosystem?", "choices": ["It has cold winters. It also has many different types of organisms.", "It has year-round rain. It also has many different types of organisms."], "answer": 1, "hint": "Figure: Amazon rain forest.\nThe Amazon rain forest is a tropical rain forest ecosystem located in Brazil, Peru, and several other South American countries.", "image": "data/scienceqa/images/test/13271/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Amazon rain forest has year-round rain. It also has many different types of organisms.", "split": "test"}
{"question": "What can Dustin and Irma trade to each get what they want?", "choices": ["Dustin can trade his tomatoes for Irma's broccoli.", "Irma can trade her broccoli for Dustin's oranges.", "Dustin can trade his tomatoes for Irma's sandwich.", "Irma can trade her almonds for Dustin's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nDustin and Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/13309/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Dustin wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nDustin has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What location was involved in the triangular trade?", "choices": ["China", "the Thirteen Colonies"], "answer": 1, "hint": "By the 1700s, merchants in the Thirteen Colonies traded goods across the Atlantic Ocean in a pattern called triangular trade. Look at the map showing this trade. Then answer the question below.", "image": "data/scienceqa/images/test/13311/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "The American Revolution", "skill": "Causes of the American Revolution: introduction to mercantilism and the Navigation Acts", "lecture": "", "solution": "Look at the map.\nThe arrows on the map show that goods moved to and from these locations:\nChina was not involved in the triangular trade.", "split": "test"}
{"question": "Select the organism in the same species as the Canada lynx.", "choices": ["Lynx rufus", "Macropus agilis", "Lynx canadensis"], "answer": 2, "hint": "This organism is a Canada lynx. Its scientific name is Lynx canadensis.", "image": "data/scienceqa/images/test/13319/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Canada lynx's scientific name is Lynx canadensis.\nMacropus agilis does not have the same scientific name as a Canada lynx. So, Lynx canadensis and Macropus agilis are not in the same species.\nLynx canadensis is in the same genus as Lynx rufus, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Lynx canadensis and Lynx rufus are different species within the same genus.\nLynx canadensis has the same scientific name as a Canada lynx. So, these organisms are in the same species.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Massachusetts", "Pennsylvania", "South Carolina", "Wisconsin"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13348/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "What can Elise and Nolan trade to each get what they want?", "choices": ["Nolan can trade his broccoli for Elise's oranges.", "Elise can trade her tomatoes for Nolan's broccoli.", "Elise can trade her tomatoes for Nolan's carrots.", "Nolan can trade his almonds for Elise's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nElise and Nolan open their lunch boxes in the school cafeteria. Neither Elise nor Nolan got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nElise's lunch Nolan's lunch", "image": "data/scienceqa/images/test/13356/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nElise wants broccoli. Nolan wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/13392/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What can Nina and Ivan trade to each get what they want?", "choices": ["Ivan can trade his almonds for Nina's tomatoes.", "Nina can trade her tomatoes for Ivan's sandwich.", "Nina can trade her tomatoes for Ivan's broccoli.", "Ivan can trade his broccoli for Nina's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNina and Ivan open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/13394/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Nina wanted broccoli in her lunch and Ivan was hoping for tomatoes. Look at the labeled part of the images.\nNina has tomatoes. Ivan has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["colorful", "sticky"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/13413/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The flip-flops are colorful.\nA sticky object can stick to other things. The flip-flops are not sticky.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Sacramento", "Boise", "Olympia", "Seattle"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13443/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Florida", "South Carolina", "Maryland", "Tennessee"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13446/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "Which better describes the tide pool ecosystems in Tongue Point Marine Life Sanctuary?", "choices": ["It has daily flooding and draining of seawater. It also has many different types of organisms.", "It has daily flooding and draining of seawater. It also has water that is poor in nutrients."], "answer": 0, "hint": "Figure: Tongue Point Marine Life Sanctuary.\nTongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.", "image": "data/scienceqa/images/test/13456/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have daily flooding and draining of seawater. They also have many different types of organisms.", "split": "test"}
{"question": "Identify the question that Edwin's experiment can best answer.", "choices": ["Does apple juice expand more or less than water when it freezes?", "Does water freeze more quickly than apple juice?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nEdwin poured 30 milliliters of water into each of six measuring cups. He poured the same volume of apple juice into another six measuring cups. He kept the measuring cups in a freezer for 48 hours. Edwin then observed the frozen liquids' volumes in the measuring cups. He measured the amount the volumes increased to see how much the liquids had expanded while freezing. He compared how much the water expanded to how much the apple juice expanded.\nFigure: water in a measuring cup.", "image": "data/scienceqa/images/test/13457/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Earth is more than ten times the volume of Mercury.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/13459/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of ten times the volume of Mercury.\nThen compare the result to the volume of Earth. The volume of Earth is 1.08 x 10^12 km^3, which is greater than 6.08 x 10^11 km^3. So, the volume of Earth is more than ten times the volume of Mercury.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Africa", "Asia", "North America"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13461/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Indian Ocean", "the Arctic Ocean", "the Pacific Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13476/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Southern Ocean.\nThe Southern Ocean reaches from the shores of Antarctica to 60\u00b0 South latitude.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each bottle", "each bottle . . . the surroundings"], "answer": 0, "hint": "Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.", "image": "data/scienceqa/images/test/13480/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.", "split": "test"}
{"question": "Select the bird below.", "choices": ["painted stork", "human"], "answer": 0, "hint": "Birds have feathers, two wings, and a beak. A bald eagle is an example of a bird.", "image": "data/scienceqa/images/test/13484/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Cleveland", "Columbus", "Cincinnati", "Fargo"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13489/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/13491/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which of the following could Katy and Anne's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKaty and Anne were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/13497/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which property matches this object?", "choices": ["salty", "bendable"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/13500/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA bendable object can be bent without breaking. The cracker is not bendable.\nPotato chips have a salty taste. The cracker is salty.", "split": "test"}
{"question": "What is the capital of Vermont?", "choices": ["Montpelier", "Wilmington", "Burlington", "Hartford"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13503/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Montpelier is the capital of Vermont.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tonga", "Australia", "Solomon Islands", "New Zealand"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13507/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.", "split": "test"}
{"question": "Which fish's mouth is also adapted for tearing through meat?", "choices": ["copperband butterflyfish", "barracuda"], "answer": 1, "hint": "Bull sharks eat turtles, birds, dolphins, and other fish. The mouth of the  is adapted to tear through meat.\nFigure: bull shark.", "image": "data/scienceqa/images/test/13544/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the bull shark.\nThe bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The bull shark uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe copperband butterflyfish has a small, narrow mouth. Its mouth is not adapted for tearing through meat.", "split": "test"}
{"question": "Which of the following is on the map?", "choices": ["water in clouds", "water in oceans"], "answer": 1, "hint": "Read the passage. Then answer the question.\nThis is a map of Earth. The map uses color to show parts of Earth that are covered by land and water. The map uses white to show large sheets of ice and snow called glaciers.\nThe map's legend, or information box, shows the feature that each color represents.", "image": "data/scienceqa/images/test/13547/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Water cycle", "skill": "Describe and graph water on Earth", "lecture": "", "solution": "The map uses blue to show liquid water in rivers, lakes, and oceans. It uses white to show water that is frozen in glaciers.\nThe map shows only water that is on the surface of Earth. It does not show water that is underground or in clouds. Other maps might use different colors to show water that is underground or in clouds.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/13552/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the kelp?", "choices": ["zooplankton", "phytoplankton", "bat star"], "answer": 2, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/13571/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. There is one path matter can take from the kelp to the bat star: kelp->kelp bass->bat star. phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the phytoplankton.. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton..", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/13574/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Select the fish below.", "choices": ["barn owl", "clownfish"], "answer": 1, "hint": "Fish live underwater. They have fins, not limbs. A goldfish is an example of a fish.", "image": "data/scienceqa/images/test/13592/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A barn owl is a bird. It has feathers, two wings, and a beak.\nA clownfish is a fish. It lives underwater. It has fins, not limbs.", "split": "test"}
{"question": "Identify the question that Elena's experiment can best answer.", "choices": ["Do radishes grown under bright light get bigger than radishes grown under dim light?", "Do radish plants grown under bright light have more leaves than radish plants grown under dim light?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nElena planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Elena watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.", "image": "data/scienceqa/images/test/13603/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["The Bahamas", "Haiti", "Cuba", "Antigua and Barbuda"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13605/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is The Bahamas.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/13614/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A and Solution B have the same number of green particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["blue", "scratchy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/13643/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The yarn pom pom is not scratchy.\nBlue is a color.\nThis color is blue. The yarn pom pom is blue.", "split": "test"}
{"question": "According to the map, which of the following statements is true about North America in the early colonial era?", "choices": ["England claimed most of the Atlantic coast of North America.", "The Dutch controlled the most territory in eastern North America."], "answer": 0, "hint": "Look at the map of North America in the early colonial era, or the 1600s and early 1700s. Then answer the question below.", "image": "data/scienceqa/images/test/13644/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Life as a colonist", "lecture": "", "solution": "", "split": "test"}
{"question": "Select the organism in the same genus as the agile wallaby.", "choices": ["Ictinia mississippiensis", "Macropus agilis", "Lacerta agilis"], "answer": 1, "hint": "This organism is an agile wallaby. Its scientific name is Macropus agilis.", "image": "data/scienceqa/images/test/13652/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "An agile wallaby's scientific name is Macropus agilis. The first word of its scientific name is Macropus.\nIctinia mississippiensis is in the genus Ictinia. The first word of its scientific name is Ictinia. So, Ictinia mississippiensis and Macropus agilis are not in the same genus.\nThis organism and the agile wallaby are in the same genus and the same species! Both organisms have the same scientific name, Macropus agilis.\nLacerta agilis and Macropus agilis are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Lacerta agilis and Macropus agilis have the same species name within their genus, agilis. But the first words of their scientific names are different. Lacerta agilis is in the genus Lacerta, and Macropus agilis is in the genus Macropus.", "split": "test"}
{"question": "What can Kyle and Tony trade to each get what they want?", "choices": ["Tony can trade his broccoli for Kyle's oranges.", "Tony can trade his almonds for Kyle's tomatoes.", "Kyle can trade his tomatoes for Tony's carrots.", "Kyle can trade his tomatoes for Tony's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKyle and Tony open their lunch boxes in the school cafeteria. Neither Kyle nor Tony got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKyle's lunch Tony's lunch", "image": "data/scienceqa/images/test/13667/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nKyle wants broccoli. Tony wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Sacramento", "Boise", "Honolulu", "San Francisco"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13687/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/13695/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Select the bird below.", "choices": ["gray tree frog", "black howler", "zebra", "barn owl"], "answer": 3, "hint": "Birds have feathers, two wings, and a beak.\nBirds are warm-blooded. Warm-blooded animals can control their body temperature.\nA turkey vulture is an example of a bird.", "image": "data/scienceqa/images/test/13715/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A barn owl is a bird. It has feathers, two wings, and a beak.\nBarn owls live on every continent except Antarctica.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA gray tree frog is an amphibian. It has moist skin and begins its life in water.\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Norfolk", "Little Rock", "Richmond", "Biloxi"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13732/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 1, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a pink ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/13736/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left.", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/13741/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Salt Lake City", "Nampa", "Juneau", "Boise"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13746/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Charlotte", "Trenton", "Raleigh", "Oklahoma City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13752/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Asia", "South America", "Antarctica"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13754/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which of the following fossils is younger? Select the more likely answer.", "choices": ["fern", "palm leaf"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/13777/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the fern fossil. So, the palm leaf fossil is most likely younger than the fern fossil.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Maine", "Massachusetts", "Washington", "North Dakota"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13781/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Massachusetts is farthest south.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Obed River.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/13811/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nA boy floated down the Obed River on a raft. It had rained the day before, so the river was flowing fast.\nThe underlined part of the passage tells you about the rainfall on a specific day in central Tennessee. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["Cyprinus carpio", "common carp"], "answer": 1, "hint": "This organism is Cyprinus carpio. It is also called a common carp.", "image": "data/scienceqa/images/test/13815/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Cyprinus carpio is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCyprinus carpio is the organism's scientific name. So, you know that common carp is the common name.", "split": "test"}
{"question": "Is fruit punch a solid, a liquid, or a gas?", "choices": ["a solid", "a liquid", "a gas"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/13834/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "Fruit punch is a liquid. A liquid takes the shape of any container it is in.\nIf you pour fruit punch into a cup, the punch will take the shape of the cup. But the punch will still take up the same amount of space.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Omaha", "Chicago", "St. Louis", "Cleveland"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13837/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Midwest", "lecture": "", "solution": "The city is St. Louis, Missouri. Cleveland, Chicago, and Omaha are marked with gray circles on the map below.", "split": "test"}
{"question": "Identify the question that Lola's experiment can best answer.", "choices": ["Do the temperatures inside boxes depend on the sizes of the boxes?", "Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLola glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Lola made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Lola compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.", "image": "data/scienceqa/images/test/13845/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["soft", "smooth", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/13858/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA soft object changes shape when pressed or squeezed. All four objects are soft.\nYou can see clearly through a transparent object. The scarf, the stuffed dice, and the towel are not transparent.\nA smooth object is not scratchy or rough. The stuffed dice and the socks are not smooth.\nThe property that all four objects have in common is soft.", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["Tulsa", "Bridgeport", "Columbia", "Oklahoma City"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13868/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["New Zealand", "Palau", "the Federated States of Micronesia", "Fiji"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/13869/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["koala", "mandarinfish", "bald eagle", "helmeted iguana"], "answer": 0, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA rabbit is an example of a mammal.", "image": "data/scienceqa/images/test/13878/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA bald eagle is a bird. It has feathers, two wings, and a beak.\nBald eagles live in trees near water. They build nests that can be up to 13 feet wide!\nA mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.\nA helmeted iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.", "split": "test"}
{"question": "Which rhetorical appeal is primarily used in this ad?", "choices": ["ethos (character)", "logos (reason)", "pathos (emotion)"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13886/image.png", "task": "closed choice", "grade": "grade12", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to ethos, or character, by emphasizing the established reputation and credibility of the brand.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each battery", "each battery . . . the surroundings"], "answer": 1, "hint": "Two friends bought phones that cost different amounts but had identical batteries. After using the phones for a while, both friends had to turn them off to let the batteries cool. This table shows how the temperature of each battery changed over 5minutes.", "image": "data/scienceqa/images/test/13896/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings.", "split": "test"}
{"question": "Complete the statement.\nHydrogen peroxide is ().", "choices": ["a compound", "an elementary substance"], "answer": 0, "hint": "The model below represents a molecule of hydrogen peroxide. Hydrogen peroxide can be used to kill bacteria on medical tools.", "image": "data/scienceqa/images/test/13907/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "All substances are made of one or more chemical elements, or types of atoms. Substances that are made of only one chemical element are elementary substances. Substances that are made of two or more chemical elements bonded together are compounds.\nEvery chemical element is represented by its own symbol. For some elements, the symbol is one capital letter. For other elements, the symbol is one capital letter and one lowercase letter. For example, the symbol for the chemical element boron is B, and the symbol for the chemical element chlorine is Cl.\nScientists can use models to represent molecules. A ball-and-stick model of a molecule is shown below. This model represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent chemical bonds. Notice how each ball is labeled with a symbol for a chemical element. The ball represents one atom of that element.", "solution": "Count the number of chemical elements represented in the model. Then, decide if hydrogen peroxide is an elementary substance or a compound.\nIn this model, each ball is labeled with H for hydrogen or O for oxygen. So, the model shows you that hydrogen peroxide is made of two chemical elements bonded together.\nSubstances made of two or more chemical elements bonded together are compounds. So, hydrogen peroxide is a compound.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "yellow", "sticky"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/13914/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYellow is a color.\nThis color is yellow. The ice pop and the wet glue are not yellow.\nA bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.\nA sticky object can attach or stick to other things. All three objects are sticky.\nThe property that all three objects have in common is sticky.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe volume of Mars is more than three times as large as Mercury's.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/13945/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of three times the volume of Mercury.\nThen compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.", "split": "test"}
{"question": "What is the capital of Illinois?", "choices": ["Springfield", "Albany", "Chicago", "Madison"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/13947/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Springfield is the capital of Illinois.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample A", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/13949/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "What is the probability that a cow produced by this cross will have solid coloring?", "choices": ["4/4", "0/4", "3/4", "1/4", "2/4"], "answer": 1, "hint": "In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).\nThis Punnett square shows a cross between two cows.", "image": "data/scienceqa/images/test/13953/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/13960/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Identify the question that Justine and Ben's experiment can best answer.", "choices": ["Does Justine's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?", "Does Justine's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJustine applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Ben timed each ride. Justine and Ben calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.", "image": "data/scienceqa/images/test/13962/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Cheyenne", "Denver", "Provo", "Salt Lake City"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13970/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Tallahassee", "Cedar Rapids", "Davenport", "Des Moines"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/13977/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "Which colony was Middle Colonies?", "choices": ["Connecticut", "Georgia", "New Jersey"], "answer": 2, "hint": "The map below shows the Thirteen Colonies in 1750.", "image": "data/scienceqa/images/test/13993/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Middle colonies: founding and government", "lecture": "", "solution": "The four Middle Colonies are dark blue on the map:\nDuring colonial times, Delaware was usually called the Three Lower Counties on the Delaware, or the Lower Counties for short.\nNew York claimed part of the land that would later become the state of Vermont. But New Hampshire, a New England colony, also claimed this area.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in Atlanta?", "choices": ["February is wetter than March.", "October has the highest average precipitation.", "Precipitation does not change much from month to month in Atlanta."], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/13995/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October.", "split": "test"}
{"question": "What is the capital of West Virginia?", "choices": ["Charleston", "Huntington", "Baton Rouge", "Richmond"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14029/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Charleston is the capital of West Virginia.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Vancouver Island.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/14040/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nVancouver Island is in on the west coast of Canada. Much of the island received heavy rain on November 28 last year.\nThe underlined part of the passage tells you about the amount of rain that fell in Vancouver Island on November 28. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/14048/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nHalf of the planets are made mainly of gas or ice.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/14072/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that of the eight planets, two are made mainly of gas and two are made mainly of ice. So, four of the eight, or half, of the planets are made mainly of gas or ice.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/14086/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "What can Rob and Carrie trade to each get what they want?", "choices": ["Rob can trade his tomatoes for Carrie's broccoli.", "Carrie can trade her broccoli for Rob's oranges.", "Carrie can trade her almonds for Rob's tomatoes.", "Rob can trade his tomatoes for Carrie's sandwich."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRob and Carrie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/14096/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Rob wanted broccoli in his lunch and Carrie was hoping for tomatoes. Look at the labeled part of the images.\nRob has tomatoes. Carrie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Select the chemical formula for this molecule.", "choices": ["PCl5N", "PCl5", "P2Cl6", "Cl6"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/14098/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Match chemical formulas to ball-and-stick models", "lecture": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.", "solution": "P is the symbol for phosphorus. Cl is the symbol for chlorine. This ball-and-stick model shows a molecule with one phosphorus atom and five chlorine atoms.\nThe chemical formula will contain the symbols P and Cl. There is one phosphorus atom, so P will not have a subscript. There are five chlorine atoms, so Cl will have a subscript of 5.\nThe correct formula is PCl5.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.", "split": "test"}
{"question": "Which air temperature was measured within the outlined area shown?", "choices": ["30\u00b0C", "14\u00b0C", "10\u00b0C"], "answer": 0, "hint": "The map below shows air temperatures in the lower atmosphere on October 1, 2015. The outlined area shows an air mass that influenced weather in North America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division", "image": "data/scienceqa/images/test/14106/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Identify and compare air masses", "lecture": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25\u00b0C up to -20\u00b0C. Areas that are the next darkest shade of blue have a temperature from -20\u00b0C up to -15\u00b0C.", "solution": "Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\nThe legend tells you that this air mass contained air with temperatures between 25\u00b0C and 35\u00b0C.\n30\u00b0C is within this range.\n10\u00b0C and 14\u00b0C are outside of this range.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Juneau", "Dover", "Salt Lake City", "Atlanta"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14112/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "What is the capital of South Dakota?", "choices": ["Rapid City", "Sioux Falls", "Pierre", "Montgomery"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14117/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Pierre is the capital of South Dakota.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Fairbanks", "Santa Fe", "Boise", "Nampa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14125/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Is the air inside a bubble a solid, a liquid, or a gas?", "choices": ["a liquid", "a gas", "a solid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/14132/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The air inside a bubble is a gas. A gas expands to fill a space.\nThe air inside a bubble fills all the space in the bubble. If the bubble pops, the air will expand to fill a much larger space.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["California toad", "Hermann's tortoise"], "answer": 1, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. An American alligator is an example of a reptile.", "image": "data/scienceqa/images/test/14136/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A California toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.", "split": "test"}
{"question": "Select the fish below.", "choices": ["manta ray", "giraffe"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs. A piranha is an example of a fish.", "image": "data/scienceqa/images/test/14145/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A manta ray is a fish. It lives underwater. It has fins, not limbs.\nRays have a different shape than many other fish. Rays are large and flat. They have wide, triangle-shaped fins that help them swim long distances.\nA giraffe is a mammal. It has hair and feeds its young milk.\nGiraffes eat mostly leaves that are too high up for other animals to reach.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["shiny", "fuzzy", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/14146/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is shiny.", "split": "test"}
{"question": "Identify the question that Winston's experiment can best answer.", "choices": ["Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?", "Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nWinston set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Winston watched cardinals visiting the feeders during the same hour each morning. During his observations, Winston counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.", "image": "data/scienceqa/images/test/14156/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\n50% of the planets are made mainly of gas.", "choices": ["true", "false"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/14162/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that two out of the eight planets are made mainly of gas. So, one-fourth, or 25%, of the planets are made mainly of gas.", "split": "test"}
{"question": "What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.", "choices": ["2:2", "0:4", "1:3", "4:0", "3:1"], "answer": 1, "hint": "In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).\nThis Punnett square shows a cross between two koi fish.", "image": "data/scienceqa/images/test/14165/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with black eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for red eyes, is dominant over the e allele, which is for black eyes.\nBlack eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.\nThere are 0 boxes in the Punnett square with the genotype ee.\nRed eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes must have the genotype EE or Ee.\nAll 4 boxes in the Punnett square have the genotype EE or Ee.\nSo, the expected ratio of offspring with black eyes to offspring with red eyes is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with black eyes. Instead, this cross is expected to always produce offspring with red eyes.", "split": "test"}
{"question": "Identify the question that Annie's experiment can best answer.", "choices": ["Do radish plants grown under bright light have more leaves than radish plants grown under dim light?", "Do radishes grown under bright light get bigger than radishes grown under dim light?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAnnie planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Annie watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.\nFigure: a radish plant in soil.", "image": "data/scienceqa/images/test/14172/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/14175/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Fiji", "Solomon Islands", "Vanuatu", "Tuvalu"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14192/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Hilo", "Laramie", "Carson City", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/14206/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["Pittsburgh", "Baltimore", "New York City", "Boston"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14210/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Northeast", "lecture": "", "solution": "The city is New York City, New York. Pittsburgh, Boston, and Baltimore are marked with gray circles on the map below.", "split": "test"}
{"question": "What can Sally and Chloe trade to each get what they want?", "choices": ["Sally can trade her tomatoes for Chloe's sandwich.", "Chloe can trade her almonds for Sally's tomatoes.", "Chloe can trade her broccoli for Sally's oranges.", "Sally can trade her tomatoes for Chloe's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSally and Chloe open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/14212/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Sally wanted broccoli in her lunch and Chloe was hoping for tomatoes. Look at the labeled part of the images.\nSally has tomatoes. Chloe has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Carson City", "Reno", "Salem", "Las Vegas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14219/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 1, "hint": "Figure: Istanbul.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/14224/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nIstanbul is on the coast of Turkey, where nighttime temperatures average between 60\u00b0F and 70\u00b0F each year during June, July, and August.\nThis passage tells you about the usual temperature pattern in Istanbul. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "Select the organism in the same species as the marbled salamander.", "choices": ["Lissotriton helveticus", "Taricha torosa", "Ambystoma opacum"], "answer": 2, "hint": "This organism is a marbled salamander. Its scientific name is Ambystoma opacum.", "image": "data/scienceqa/images/test/14245/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A marbled salamander's scientific name is Ambystoma opacum.\nTaricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.\nAmbystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.\nLissotriton helveticus does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Lissotriton helveticus are not in the same species.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["human", "red-spotted newt", "great white shark", "gray wolf"], "answer": 1, "hint": "Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA gray tree frog is an example of an amphibian.", "image": "data/scienceqa/images/test/14254/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A human is a mammal. It has hair and feeds its young milk.\nHumans are a type of animal called a primate. Monkeys and apes are also primates.\nA gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA red-spotted newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/14270/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["koala", "box turtle"], "answer": 1, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A helmeted iguana is an example of a reptile.", "image": "data/scienceqa/images/test/14308/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A koala is a mammal. It has fur and feeds its young milk.\nA box turtle is a reptile. It has scaly, waterproof skin.", "split": "test"}
{"question": "What is the capital of New Hampshire?", "choices": ["Manchester", "Nampa", "Concord", "Grand Rapids"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14318/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Concord is the capital of New Hampshire.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["blue", "shiny"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/14341/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA shiny object reflects a lot of light. The trombone is shiny.\nBlue is a color.\nThis color is blue. The trombone is not blue.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/14348/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Birmingham", "Charleston", "Sacramento", "Richmond"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14349/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: Nicaragua.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/14356/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nWinds are called offshore when they blow from land to water. The winds in southern Nicaragua blow offshore over 300 days per year. Most people prefer to surf on days when the winds are offshore.\nThe underlined part of the passage tells you about the usual wind patterns in Nicaragua. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Augusta", "Phoenix", "Portland", "Madison"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14373/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Cedar Rapids", "Davenport", "Des Moines", "Frankfort"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14387/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Pierre", "Springfield", "Fort Wayne", "Indianapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/14406/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "Select the fish below.", "choices": ["mandarinfish", "green iguana", "red-headed poison frog", "water buffalo"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA salmon is an example of a fish.", "image": "data/scienceqa/images/test/14407/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A green iguana is a reptile. It has scaly, waterproof skin.\nIguanas are a type of lizard. Iguanas eat plants and fruit.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA red-headed poison frog is an amphibian. It has moist skin and begins its life in water.\nPoison dart frogs come in many bright colors. Their bright color warns other animals that these frogs are poisonous.\nA mandarinfish is a fish. It lives underwater. It has fins, not limbs.\nMandarinfish often live near coral reefs. They eat small worms, snails, and fish eggs.", "split": "test"}
{"question": "Select the organism in the same genus as the bobcat.", "choices": ["Lynx canadensis", "Python molurus", "Macropus rufus"], "answer": 0, "hint": "This organism is a bobcat. Its scientific name is Lynx rufus.", "image": "data/scienceqa/images/test/14426/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A bobcat's scientific name is Lynx rufus. The first word of its scientific name is Lynx.\nLynx canadensis is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx canadensis and Lynx rufus are in the same genus.\nMacropus rufus and Lynx rufus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Macropus rufus and Lynx rufus have the same species name within their genus, rufus. But the first words of their scientific names are different. Macropus rufus is in the genus Macropus, and Lynx rufus is in the genus Lynx.\nPython molurus is in the genus Python. The first word of its scientific name is Python. So, Python molurus and Lynx rufus are not in the same genus.", "split": "test"}
{"question": "Which i in row B?", "choices": ["the fire department", "the police department", "the library", "the diner"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14428/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The library is in row B.", "split": "test"}
{"question": "Which better describes the Everglades National Park ecosystem?", "choices": ["It has land that is covered in water during most of the year. It also has other water ecosystems nearby.", "It has soil that is poor in nutrients. It also has other water ecosystems nearby."], "answer": 0, "hint": "Figure: Everglades National Park.\nEverglades National Park is a wetland ecosystem in southern Florida.", "image": "data/scienceqa/images/test/14438/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Everglades National Park has land that is covered with water during most of the year. It also has other water ecosystems nearby.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/14440/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What type of rock is shale?", "choices": ["sedimentary", "igneous"], "answer": 0, "hint": "Shale is a type of rock. It forms when layers of mud are pressed together to form rock. Shale is often found near underground deposits of fossil fuels such as oil.", "image": "data/scienceqa/images/test/14442/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Classify rocks as igneous, sedimentary, or metamorphic", "lecture": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.", "solution": "Shale is a sedimentary rock. Like other sedimentary rocks, it forms from layers of sediment.\nMud is a type of sediment. It is found in places like lakes and oceans. Sediments like mud usually build up in layers. Over time, the top layers press down on the bottom layers. Sedimentary rock can form when the bottom layers are pressed together to form rock.", "split": "test"}
{"question": "Complete the text to describe the diagram.\nSolute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium.", "choices": ["to the left than to the right", "to the right than to the left"], "answer": 0, "hint": "The diagram below shows a solution with one solute. Each solute particle is represented by a purple ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.\nThe diagram shows how the solution can change over time during the process of diffusion.", "image": "data/scienceqa/images/test/14462/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Diffusion across membranes", "lecture": "In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.\nAs a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.\nMembranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.\nSo, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal.", "solution": "Look at the diagram again. It shows you how the solution changed during the process of diffusion.\nBefore the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 6 solute particles on the right side of the membrane.\nWhen the solute particles reached equilibrium, there were 5 solute particles on each side of the membrane. There was 1 more solute particle on the left side of the membrane than before.\nSo, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the left than to the right.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 1, "hint": "Figure: Des Moines.\nDes Moines has cold winters and warm summers.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/14482/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nDes Moines has cold winters and warm summers.\nThis passage tells you about the usual temperature pattern in Des Moines. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "What is the capital of Illinois?", "choices": ["Chicago", "Columbus", "Springfield", "Jefferson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14484/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Springfield is the capital of Illinois.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["Bradypus variegatus", "brown-throated sloth"], "answer": 1, "hint": "This organism is a brown-throated sloth. It is also called Bradypus variegatus.", "image": "data/scienceqa/images/test/14489/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Bradypus variegatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nBradypus variegatus is the organism's scientific name. So, you know that brown-throated sloth is the common name.", "split": "test"}
{"question": "Which of the following could Isaac's test show?", "choices": ["which design would have the greatest distance between the concert area and the road", "if at least 20% of the park would be shaded by trees in each design", "which design would have the least traffic noise in the concert area"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nIsaac was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Isaac thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.", "image": "data/scienceqa/images/test/14492/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["sour", "stretchy"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/14504/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. Both objects are stretchy.\nA lemon has a sour taste. The balloon is not sour.\nThe property that both objects have in common is stretchy.", "split": "test"}
{"question": "What is this huntsman spider's scientific name?", "choices": ["Heteropoda davidbowie", "Heteropoda altmannae"], "answer": 0, "hint": "This species of huntsman spider was discovered in Malaysia in 2008. It was named in honor of the musician David Bowie.", "image": "data/scienceqa/images/test/14505/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Origins of scientific names", "lecture": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.", "solution": "This organism's scientific name refers to David Bowie.\nThe word davidbowie refers to David Bowie. So, this huntsman spider's scientific name is Heteropoda davidbowie.", "split": "test"}
{"question": "What is the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot? Choose the most likely ratio.", "choices": ["4:0", "3:1", "1:3", "0:4", "2:2"], "answer": 0, "hint": "This passage describes the ground spot color trait in watermelon plants:\nWatermelon plants grow with their fruit resting on the ground. Over time, the bottom of each fruit develops a white or yellow spot called a ground spot. In some types of watermelon plants, the color of the ground spot is an inherited trait.\nIn a group of watermelon plants, some individuals have a yellow ground spot and others have a white ground spot. In this group, the gene for the ground spot color trait has two alleles. The allele for a white ground spot (g) is recessive to the allele for a yellow ground spot (G).\nThis Punnett square shows a cross between two watermelon plants.", "image": "data/scienceqa/images/test/14507/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with a yellow ground spot or a white ground spot, consider whether each phenotype is the dominant or recessive allele's version of the ground spot color trait. The question tells you that the g allele, which is for a white ground spot, is recessive to the G allele, which is for a yellow ground spot.\nA yellow ground spot is the dominant allele's version of the ground spot color trait. A watermelon plant with the dominant version of the ground spot color trait must have at least one dominant allele for the ground spot color gene. So, offspring with a yellow ground spot must have the genotype GG or Gg.\nAll 4 boxes in the Punnett square have the genotype GG or Gg.\nA white ground spot is the recessive allele's version of the ground spot color trait. A watermelon plant with the recessive version of the ground spot color trait must have only recessive alleles for the ground spot color gene. So, offspring with a white ground spot must have the genotype gg.\nThere are 0 boxes in the Punnett square with the genotype gg.\nSo, the expected ratio of offspring with a yellow ground spot to offspring with a white ground spot is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a yellow ground spot. This cross is expected to never produce offspring with a white ground spot.", "split": "test"}
{"question": "Which trait did Megaloceros have? Select the trait you can observe on the fossil.", "choices": ["four legs", "a tail with long hair", "a mane on the back of its neck"], "answer": 0, "hint": "This picture shows a fossil of an ancient animal called Megaloceros. An adult Megaloceros could grow over seven feet tall.", "image": "data/scienceqa/images/test/14533/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Which material is this egg carton made of?", "choices": ["ceramic", "cardboard"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/14539/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the egg carton.\nThe egg carton is made of cardboard.\nNot all egg cartons are made of cardboard. Some egg cartons are made of plastic, or even styrofoam.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["echidna", "Arctic fox"], "answer": 1, "hint": "Ptarmigans live in cold, snowy places. The  is adapted to be camouflaged in the snow.\nFigure: ptarmigan.", "image": "data/scienceqa/images/test/14546/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the ptarmigan.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe echidna has a yellow and brown body. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "Delaware", "Maine", "Pennsylvania"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14547/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Jersey.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["rough", "smooth", "soft"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/14563/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA rough object feels scratchy when you touch it. None of the objects are rough.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is smooth.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/14572/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Select the organism in the same genus as the great blue heron.", "choices": ["Strix varia", "Pelecanus crispus", "Ardea purpurea"], "answer": 2, "hint": "This organism is a great blue heron. Its scientific name is Ardea herodias.", "image": "data/scienceqa/images/test/14588/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great blue heron's scientific name is Ardea herodias. The first word of its scientific name is Ardea.\nStrix varia is in the genus Strix. The first word of its scientific name is Strix. So, Strix varia and Ardea herodias are not in the same genus.\nPelecanus crispus is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus crispus and Ardea herodias are not in the same genus.\nArdea purpurea is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea purpurea and Ardea herodias are in the same genus.", "split": "test"}
{"question": "What can Rosa and Isabella trade to each get what they want?", "choices": ["Isabella can trade her broccoli for Rosa's oranges.", "Rosa can trade her tomatoes for Isabella's broccoli.", "Rosa can trade her tomatoes for Isabella's carrots.", "Isabella can trade her almonds for Rosa's tomatoes."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRosa and Isabella open their lunch boxes in the school cafeteria. Neither Rosa nor Isabella got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nRosa's lunch Isabella's lunch", "image": "data/scienceqa/images/test/14593/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nRosa wants broccoli. Isabella wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Sacramento", "Carson City", "Honolulu", "Hilo"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14602/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "What is one reason people can't go to Mars?", "choices": ["It's too far away.", "It's too hot there."], "answer": 0, "hint": "Read the passage about the Mars robot Curiosity.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars.\nCuriosity has many cameras. It takes pictures as it moves around Mars. Curiosity sends the pictures back to the scientists on Earth. Scientists hope that the pictures will make it easier for us to visit Mars someday.", "image": "data/scienceqa/images/test/14605/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "reading-comprehension", "category": "Independent reading comprehension", "skill": "Read and understand informational passages", "lecture": "", "solution": "Look at the passage. It tells you why people can't go to Mars.\nPeople can't make it to Mars yet. It takes too long to get there, and it's not an easy place to live. So, scientists sent a robot to look around Mars for them. The robot is named Curiosity. One of its jobs is to find out if anything can live on Mars.", "split": "test"}
{"question": "Which of the following could Bill's test show?", "choices": ["whether an inexpensive filter would become clogged more often", "whether the filter was clogged", "the amount of bacteria in the water before it was filtered"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nBill was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Bill had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Bill checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/14620/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each aquarium", "each aquarium . . . the surroundings"], "answer": 1, "hint": "Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.", "image": "data/scienceqa/images/test/14626/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.", "split": "test"}
{"question": "Which material are these steps made of?", "choices": ["concrete", "silk"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14627/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the steps.\nThe steps are made of concrete.\nConcrete is a mixture of sand, rocks, and cement. Concrete is heavy and strong. Bridges and large buildings are often made out of concrete.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Boise", "Baton Rouge", "Atlanta", "Nampa"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14637/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Select the organism in the same genus as the Japanese honeysuckle.", "choices": ["Hyacinthus orientalis", "Lonicera maackii", "Ulex europaeus"], "answer": 1, "hint": "This organism is a Japanese honeysuckle. Its scientific name is Lonicera japonica.", "image": "data/scienceqa/images/test/14639/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Japanese honeysuckle's scientific name is Lonicera japonica. The first word of its scientific name is Lonicera.\nHyacinthus orientalis is in the genus Hyacinthus. The first word of its scientific name is Hyacinthus. So, Hyacinthus orientalis and Lonicera japonica are not in the same genus.\nLonicera maackii is in the genus Lonicera. The first word of its scientific name is Lonicera. So, Lonicera maackii and Lonicera japonica are in the same genus.\nUlex europaeus is in the genus Ulex. The first word of its scientific name is Ulex. So, Ulex europaeus and Lonicera japonica are not in the same genus.", "split": "test"}
{"question": "Which type of force from the people moves the car forward?", "choices": ["push", "pull"], "answer": 0, "hint": "A car is stuck in the snow. Together, three people apply a force to the back of the car to move it forward.", "image": "data/scienceqa/images/test/14644/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "Together, people apply a force to the back of the car to move it forward. The direction of this force is away from the people. This force is a push.", "split": "test"}
{"question": "Which animal's feet are also adapted to walk on snow and ice?", "choices": ["Eurasian lynx", "Suriname toad"], "answer": 0, "hint": "Many s live in areas with cold, snowy winters. The 's feet are adapted for walking on snow and ice.\nFigure: brown bear.", "image": "data/scienceqa/images/test/14648/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the brown bear.\nThe brown bear has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the brown bear's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Eurasian lynx has furry feet with large pads. Its feet are adapted to walk on snow and ice.\nThe Suriname toad has webbed feet. Its feet are not adapted to walk on snow and ice. The Suriname toad uses its feet to swim in lakes and rivers.", "split": "test"}
{"question": "What is the probability that a rat produced by this cross will have a dwarf body?", "choices": ["3/4", "0/4", "2/4", "1/4", "4/4"], "answer": 1, "hint": "In a group of rats, some individuals have a normal-sized body and others have a dwarf body. In this group, the gene for the body size trait has two alleles. The allele for a dwarf body (b) is recessive to the allele for a normal-sized body (B).\nThis Punnett square shows a cross between two rats.", "image": "data/scienceqa/images/test/14694/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which bird's beak is also adapted to catch insects?", "choices": ["Australian pelican", "European robin"], "answer": 1, "hint": "Common swifts eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: common swift.", "image": "data/scienceqa/images/test/14708/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the common swift.\nA short, thin beak is light and easy to move. The common swift uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe European robin has a short, thin beak. Its beak is adapted to catch insects.\nThe Australian pelican has a large pouch-like beak. Its beak is not adapted to catch insects. The Australian pelican uses its beak to catch fish.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.", "choices": ["false", "true"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/14722/image.png", "task": "true-or false", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/14743/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Which animal's limbs are also adapted for climbing trees?", "choices": ["California sea lion", "lar gibbon"], "answer": 1, "hint": "Three-toed sloths live in the forests of Central and South America. Their limbs are adapted for climbing trees.\nFigure: three-toed sloth.", "image": "data/scienceqa/images/test/14759/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the three-toed sloth.\nThe three-toed sloth uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/14764/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A has more blue particles per milliliter. So, Solution A has a higher concentration of blue particles.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tuvalu", "Solomon Islands", "Fiji", "Vanuatu"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14779/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "What can Sandeep and Tracy trade to each get what they want?", "choices": ["Tracy can trade her almonds for Sandeep's tomatoes.", "Sandeep can trade his tomatoes for Tracy's broccoli.", "Sandeep can trade his tomatoes for Tracy's carrots.", "Tracy can trade her broccoli for Sandeep's oranges."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nSandeep and Tracy open their lunch boxes in the school cafeteria. Neither Sandeep nor Tracy got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nSandeep's lunch Tracy's lunch", "image": "data/scienceqa/images/test/14785/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nSandeep wants broccoli. Tracy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["koala", "green moray eel", "horned frog", "zebra"], "answer": 2, "hint": "Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA red-spotted newt is an example of an amphibian.", "image": "data/scienceqa/images/test/14787/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A koala is a mammal. It has fur and feeds its young milk.\nKoalas sleep for up to 20 hours a day!\nA zebra is a mammal. It has hair and feeds its young milk.\nZebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.\nA green moray eel is a fish. It lives underwater. It has fins, not limbs.\nEels are long and thin. They may have small fins. They look like snakes, but they are fish!\nA horned frog is an amphibian. It has moist skin and begins its life in water.\nFrogs live near water or in damp places. Most frogs lay their eggs in water.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged among green leaves?", "choices": ["fox snake", "emerald tree boa"], "answer": 1, "hint": "Leaf insects live in the forests of Asia and Australia. The  is adapted to be camouflaged among green leaves.\nFigure: leaf insect.", "image": "data/scienceqa/images/test/14800/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the leaf insect.\nThe leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe emerald tree boa has bright green scales covering its body. It is adapted to be camouflaged among green leaves.\nThe fox snake has a tan body with large brown spots. It is not adapted to be camouflaged among green leaves.", "split": "test"}
{"question": "Select the organism in the same species as the cocoi heron.", "choices": ["Taricha torosa", "Ardea goliath", "Ardea cocoi"], "answer": 2, "hint": "This organism is a cocoi heron. Its scientific name is Ardea cocoi.", "image": "data/scienceqa/images/test/14811/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A cocoi heron's scientific name is Ardea cocoi.\nArdea cocoi has the same scientific name as a cocoi heron. So, these organisms are in the same species.\nTaricha torosa does not have the same scientific name as a cocoi heron. So, Ardea cocoi and Taricha torosa are not in the same species.\nArdea cocoi is in the same genus as Ardea goliath, but they are not in the same species.\nOrganisms in the same species have the same scientific names. Ardea cocoi and Ardea goliath are different species within the same genus.", "split": "test"}
{"question": "Which of the following could Pam's test show?", "choices": ["how much the drone weighed with the blade guards", "if the blade guards would break in a crash", "if adding the blade guards made the drone fly poorly"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPam was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Pam wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Pam put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/14814/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each pizza", "each pizza . . . the surroundings"], "answer": 1, "hint": "Erica was delivering two identical pizzas to a customer. While driving to the customer's house, Erica put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.", "image": "data/scienceqa/images/test/14818/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/14824/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "Saint Vincent and the Grenadines", "Trinidad and Tobago", "Grenada"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/14826/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Grenada.", "split": "test"}
{"question": "What is the capital of Minnesota?", "choices": ["Saint Paul", "Minneapolis", "Jefferson City", "Pierre"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14831/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Saint Paul is the capital of Minnesota.", "split": "test"}
{"question": "Which animal's feet are also adapted for digging?", "choices": ["groundhog", "tokay gecko"], "answer": 0, "hint": "Star-nosed moles are found in many parts of North America. They live in burrows. The moles eat earthworms and nuts, which they find in the soil. The feet of the  are adapted for digging.\nFigure: star-nosed mole.", "image": "data/scienceqa/images/test/14840/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the star-nosed mole.\nThe star-nosed mole has long, straight claws. Its feet are adapted for digging. The star-nosed mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves.", "split": "test"}
{"question": "Identify the question that Rhianna's experiment can best answer.", "choices": ["Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?", "Do the temperatures inside boxes depend on the sizes of the boxes?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRhianna glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Rhianna made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Rhianna compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.", "image": "data/scienceqa/images/test/14857/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which of the following was a dependent variable in this experiment?", "choices": ["the watering method used", "the change in weight for each plant"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nAudrey had four air plants on her desk that were not growing. She suspected that they needed more water. Audrey's sister recommended soaking the air plants in a bowl of water once a week. Audrey's coworker recommended spraying the air plants with a mist of water every day.\nAudrey decided to test both ideas. First, she measured the initial weight of all four air plants. Then, for the next two months, she sprayed two of the plants with a mist of water each day. She watered the two remaining plants by soaking them in water once a week. Finally, Audrey measured the weight of the plants again and calculated the change in weight for each plant.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: an air plant displayed on a rock.", "image": "data/scienceqa/images/test/14861/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Complete the statement.\nHydrazine is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of hydrazine. Hydrazine is used in some types of rocket fuels.", "image": "data/scienceqa/images/test/14865/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether hydrazine is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of hydrazine is composed of four hydrogen atoms and two nitrogen atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that hydrazine is composed of two chemical elements: hydrogen and nitrogen. Since hydrazine is composed of multiple chemical elements bonded together, hydrazine is a compound.", "split": "test"}
{"question": "What is the probability that a chicken produced by this cross will be heterozygous for the leg color gene?", "choices": ["2/4", "0/4", "4/4", "3/4", "1/4"], "answer": 0, "hint": "In a group of chickens, some individuals have white legs and others have yellow legs. In this group, the gene for the leg color trait has two alleles. The allele for yellow legs (l) is recessive to the allele for white legs (L).\nThis Punnett square shows a cross between two chickens.", "image": "data/scienceqa/images/test/14881/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4", "solution": "", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["Africa", "Australia", "Asia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/14888/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Australia or Asia.", "split": "test"}
{"question": "Is a ruler a solid, a liquid, or a gas?", "choices": ["a liquid", "a gas", "a solid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/14896/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.\nWhen matter is a gas, it spreads out to fill a space.\nMany gases are invisible. So, you can\u2019t see them. Air is a gas.", "solution": "A ruler is a solid. A solid has a size and shape of its own.\nIf you put a ruler in a box, the ruler will keep its shape.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Marshall Islands", "New Zealand", "Vanuatu", "Nauru"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/14897/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Complete the sentence.\nThe Western Alps formed at a () boundary.", "choices": ["transform", "convergent", "divergent"], "answer": 1, "hint": "Read the passage and look at the picture.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.", "image": "data/scienceqa/images/test/14913/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Plate tectonics", "skill": "Describe tectonic plate boundaries around the world", "lecture": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a divergent boundary, two plates are moving away from each other.\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nOne type of convergent boundary is a continent-continent collision. This type of boundary forms when two plates with continental crust move toward each other. The collision compresses and folds the continental crust, forcing it upward to form a mountain range.", "solution": "To figure out what type of plate boundary formed the Western Alps, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nMillions of years ago, the Eurasian Plate and the African Plate began to move toward each other, eventually colliding. This plate motion formed many mountain ranges, including the Western Alps. The Western Alps run through European countries, including France, Italy, and Switzerland.\nThe underlined part of the passage explains that the Western Alps formed as the two plates collided, or ran into each other. For two plates to collide, they must be moving toward each other. So, the Western Alps formed at a convergent boundary.", "split": "test"}
{"question": "What is the capital of Vermont?", "choices": ["Omaha", "Montpelier", "Boston", "Burlington"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/14927/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Montpelier is the capital of Vermont.", "split": "test"}
{"question": "Which animal's feet are also adapted for grabbing prey?", "choices": ["brahminy kite", "dromedary camel"], "answer": 0, "hint": "White-tailed eagles eat fish, mammals, and other birds. The 's feet are adapted for grabbing prey.\nFigure: white-tailed eagle.", "image": "data/scienceqa/images/test/14937/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the white-tailed eagle.\nThe white-tailed eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the white-tailed eagle attack and kill its prey. The long toes can help it hold on to its prey.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe brahminy kite has long toes with sharp claws. Its feet are adapted for grabbing prey.\nThe dromedary camel has large pads on the bottoms of its feet. Its feet are not adapted for grabbing prey. The dromedary camel uses its feet to walk on sand.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["South Carolina", "Connecticut", "Massachusetts", "Georgia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/14958/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Connecticut.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Georgia", "Iowa", "New York", "North Dakota"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/14971/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/14985/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Pacific Ocean", "the Arctic Ocean", "the Atlantic Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15024/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Arctic Ocean.", "split": "test"}
{"question": "What can Ernesto and Lucia trade to each get what they want?", "choices": ["Ernesto can trade his tomatoes for Lucia's sandwich.", "Ernesto can trade his tomatoes for Lucia's broccoli.", "Lucia can trade her almonds for Ernesto's tomatoes.", "Lucia can trade her broccoli for Ernesto's oranges."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nErnesto and Lucia open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/15027/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Ernesto wanted broccoli in his lunch and Lucia was hoping for tomatoes. Look at the labeled part of the images.\nErnesto has tomatoes. Lucia has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Baltimore", "Helena", "Carson City", "Baton Rouge"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15044/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Which plant can produce spores?", "choices": ["a mature fern", "a heart-shaped plant"], "answer": 0, "hint": "This diagram shows the life cycle of a fern.", "image": "data/scienceqa/images/test/15050/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Moss and fern life cycles", "lecture": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.", "solution": "A mature fern can make spores. Spores grow inside the spore case. When the spore case breaks open, the spores are released.\nA heart-shaped plant produces eggs and sperm, not spores.", "split": "test"}
{"question": "Which of the following organisms is the primary consumer in this food web?", "choices": ["sea otter", "kelp", "plainfin midshipman", "phytoplankton"], "answer": 2, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/15068/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs I", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers.\nThe phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a primary consumer.\nThe plainfin midshipman has an arrow pointing to it from the phytoplankton. The phytoplankton is a producer, so the plainfin midshipman is a primary consumer.\nThe sea otter has an arrow pointing to it from the sea urchin. The sea urchin is not a producer. So, the sea otter is not a primary consumer.\nThe kelp does not have any arrows pointing to it. So, the kelp is not a primary consumer.\nThe kelp bass has an arrow pointing to it from the kelp. The kelp is a producer, so the kelp bass is a primary consumer.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Denver", "Dallas", "Sioux Falls", "Green Bay"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15080/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/15086/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Dominica", "the Dominican Republic", "Jamaica", "Haiti"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15111/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.", "split": "test"}
{"question": "Is a handsaw a solid, a liquid, or a gas?", "choices": ["a gas", "a solid", "a liquid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15115/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "A handsaw is a solid. A solid has a size and shape of its own.\nThe handle of this handsaw is made of wood, and the blade is made of metal. Both wood and metal are solids.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "North America", "South America", "Asia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15125/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is North America.", "split": "test"}
{"question": "What can Nolan and Dalton trade to each get what they want?", "choices": ["Nolan can trade his tomatoes for Dalton's broccoli.", "Nolan can trade his tomatoes for Dalton's carrots.", "Dalton can trade his broccoli for Nolan's oranges.", "Dalton can trade his almonds for Nolan's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nNolan and Dalton open their lunch boxes in the school cafeteria. Neither Nolan nor Dalton got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nNolan's lunch Dalton's lunch", "image": "data/scienceqa/images/test/15158/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nNolan wants broccoli. Dalton wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Georgetown", "Boise", "Nampa", "Olympia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15161/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Cuba", "the Dominican Republic", "Saint Lucia", "Saint Vincent and the Grenadines"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15171/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Lucia.", "split": "test"}
{"question": "In this food web, which organism contains matter that eventually moves to the sea cucumber?", "choices": ["bat star", "phytoplankton", "kelp bass"], "answer": 1, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/15175/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.There is one path matter can take from the kelp to the sea cucumber: kelp->sea urchin->sea otter->orca->sea cucumber. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber.. bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.. There are two paths matter can take from the phytoplankton to the sea cucumber: phytoplankton->plainfin midshipman->sea cucumber. phytoplankton->zooplankton->plainfin midshipman->sea cucumber.", "split": "test"}
{"question": "Which trait did Holophagus have? Select the trait you can observe on the fossil.", "choices": ["a tail fin", "a large red lump on its head", "long legs"], "answer": 0, "hint": "This picture shows a fossil of an animal called Holophagus. Holophagus lived in the ocean and gave birth to live young.", "image": "data/scienceqa/images/test/15187/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["scratchy", "bendable"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/15205/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. The bubble gum is not scratchy.\nA bendable object can be bent without breaking. Both objects are bendable.\nThe property that both objects have in common is bendable.", "split": "test"}
{"question": "Identify the question that Albert and Tucker's experiment can best answer.", "choices": ["Do ping pong balls travel farther when launched from a 30\u00b0 angle compared to a 45\u00b0 angle?", "Do ping pong balls stop rolling along the ground sooner after being launched from a 30\u00b0 angle or a 45\u00b0 angle?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAlbert placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45\u00b0 angle, and launched the ball. Then, Albert launched another ping pong ball, this time pulling the catapult's arm back to a 30\u00b0 angle. With each launch, his friend Tucker measured the distance between the catapult and the place where the ball hit the ground. Albert and Tucker repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45\u00b0 angle to the distances the balls traveled when launched from a 30\u00b0 angle.\nFigure: a catapult for launching ping pong balls.", "image": "data/scienceqa/images/test/15216/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/15224/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["tokay gecko", "European river otter"], "answer": 1, "hint": "White-breasted cormorants live near lakes, marshes, and the sea in southern Africa. They eat mostly fish, which they catch while swimming and diving. The feet of the  are adapted for swimming.\nFigure: white-breasted cormorant.", "image": "data/scienceqa/images/test/15229/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the white-breasted cormorant.\nThe white-breasted cormorant has webbed feet. Its feet are adapted for swimming. As it swims, the white-breasted cormorant uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European river otter has webbed feet. Its feet are adapted for swimming.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for swimming. The tokay gecko uses its feet to climb trees and walk on leaves.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["bouncy", "bendable"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/15235/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The belt is not bouncy.\nA bendable object can be bent without breaking. The belt is bendable.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/15241/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Juneau", "Providence", "Harrisburg", "Pittsburgh"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15245/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "In this food chain, the persimmon is a producer. Why?", "choices": ["It eats another organism.", "It makes its own food."], "answer": 1, "hint": "This diagram shows a food chain from a forest ecosystem in Virginia.", "image": "data/scienceqa/images/test/15256/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.", "solution": "In this food chain, the persimmon is a producer because it makes its own food. The persimmon uses carbon dioxide, water, and sunlight to make its own food.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Richmond", "Arlington", "Norfolk", "Atlanta"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15259/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/15272/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Phoenix", "Juneau", "Helena", "Salt Lake City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15273/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/15277/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["oxygen", "bromomethane", "methane"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15279/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Select the bird below.", "choices": ["fruit bat", "sea eagle"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A white stork is an example of a bird.", "image": "data/scienceqa/images/test/15280/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A sea eagle is a bird. It has feathers, two wings, and a beak.\nSea eagles use their sharp beaks to eat fish and other birds.\nA fruit bat is a mammal. It has hair and feeds its young milk.\nFruit bats eat fruit and drink nectar from flowers. They have special teeth to help them bite through fruit skins.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/15289/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["loon", "great white shark", "albatross", "Tasmanian devil"], "answer": 3, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA koala is an example of a mammal.", "image": "data/scienceqa/images/test/15290/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A loon is a bird. It has feathers, two wings, and a beak.\nLoons usually live near lakes. They dive in the water to hunt for food.\nAn albatross is a bird. It has feathers, two wings, and a beak.\nAlbatrosses live near the ocean. They hunt squid, fish, and other small animals.\nA Tasmanian devil is a mammal. It has fur and feeds its young milk.\nTasmanian devils are meat-eating marsupials. They live on the island of Tasmania, near Australia.\nA great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.", "split": "test"}
{"question": "What can Clare and Adele trade to each get what they want?", "choices": ["Clare can trade her tomatoes for Adele's broccoli.", "Adele can trade her broccoli for Clare's oranges.", "Adele can trade her almonds for Clare's tomatoes.", "Clare can trade her tomatoes for Adele's carrots."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nClare and Adele open their lunch boxes in the school cafeteria. Neither Clare nor Adele got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nClare's lunch Adele's lunch", "image": "data/scienceqa/images/test/15305/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nClare wants broccoli. Adele wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Africa", "Asia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15306/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Vermont", "New Hampshire", "Massachusetts", "Connecticut"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15359/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "What is the capital of Wisconsin?", "choices": ["Milwaukee", "Juneau", "Honolulu", "Madison"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15374/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Madison is the capital of Wisconsin.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["water rail", "European beaver"], "answer": 1, "hint": "Parakeet auklets are small seabirds that live in the Pacific Ocean. They eat mostly crustaceans, which they catch while swimming and diving. The feet of the  are adapted for swimming.\nFigure: parakeet auklet.", "image": "data/scienceqa/images/test/15383/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the parakeet auklet.\nThe parakeet auklet has webbed feet. Its feet are adapted for swimming. As it swims, the parakeet auklet uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe European beaver has webbed feet. Its feet are adapted for swimming.\nThe water rail has very long toes. Its feet are not adapted for swimming. The water rail uses its feet to walk on muddy ground.", "split": "test"}
{"question": "What is the capital of Colorado?", "choices": ["Salt Lake City", "Colorado Springs", "Denver", "Boulder"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15385/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Denver is the capital of Colorado.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Africa", "South America", "Australia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15415/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Oceans and continents\t", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["South America", "North America", "Asia", "Africa"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15422/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Concord", "Honolulu", "Baltimore", "Annapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15429/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "Which animal is also adapted for climbing trees?", "choices": ["lama", "red-shanked douc"], "answer": 1, "hint": "Vervet monkeys live in the grasslands and forests of Africa. They climb trees to find food and shelter. The 's hands and feet are adapted for climbing trees.\nFigure: vervet monkey.", "image": "data/scienceqa/images/test/15444/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the vervet monkey.\nThe vervet monkey has long fingers and toes. It is adapted for climbing trees. The vervet monkey uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe red-shanked douc has long fingers and toes. It is adapted for climbing trees.\nThe lama has four hoofed feet. It is not adapted for climbing trees. The lama uses its feet to walk and run.", "split": "test"}
{"question": "What is the probability that a scarlet rosemallow plant produced by this cross will have white flowers?", "choices": ["4/4", "0/4", "3/4", "1/4", "2/4"], "answer": 4, "hint": "In a group of scarlet rosemallow plants, some individuals have red flowers and others have white flowers. In this group, the gene for the flower color trait has two alleles. The allele for white flowers (f) is recessive to the allele for red flowers (F).\nThis Punnett square shows a cross between two scarlet rosemallow plants.", "image": "data/scienceqa/images/test/15445/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which solution has a higher concentration of purple particles?", "choices": ["Solution A", "neither; their concentrations are the same", "Solution B"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each purple ball represents one particle of solute.", "image": "data/scienceqa/images/test/15457/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of purple particles per milliliter.\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Albuquerque", "Santa Fe", "Helena", "Juneau"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15458/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "Asia", "Africa", "Europe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15463/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Jamaica", "Cuba", "The Bahamas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15486/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Pennsylvania", "Wisconsin", "New York", "Florida"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15488/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Which better describes the tide pool ecosystems in Salt Point State Park?", "choices": ["It has daily flooding and draining of seawater. It also has water that is rich in nutrients.", "It has daily flooding and draining of seawater. It also has water that is poor in nutrients."], "answer": 0, "hint": "Figure: Salt Point State Park.\nSalt Point State Park is in northern California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.", "image": "data/scienceqa/images/test/15516/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Salt Point State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Portland", "Nampa", "Columbus", "Boise"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15524/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Which animal's body is better adapted for protection against a predator with sharp teeth?", "choices": ["eastern rat snake", "nautilus"], "answer": 1, "hint": "Painted turtles are adapted to protect themselves from a predator with sharp teeth. They have hard outer shells covering their bodies. A  can pull its head and legs into its shell when attacked.\nFigure: painted turtle.", "image": "data/scienceqa/images/test/15528/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the painted turtle.\nThe painted turtle has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the painted turtle.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.\nThe eastern rat snake has soft scales covering its skin. Its body is not adapted for protection against predators with sharp teeth.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Eastern Colorado.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/15534/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nEastern Colorado is part of the Great Plains. On October 19, 1988, a thunderstorm near the town of La Junta produced winds of 63 miles per hour.\nThe underlined part of the passage tells you about the wind speed in Eastern Colorado on October 19, 1988. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tonga", "Fiji", "Nauru", "Samoa"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15541/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Samoa.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: Dhaka.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/15569/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nDhaka is the capital of Bangladesh, a country in southern Asia. The city is humid most days of the year.\nThe underlined part of the passage tells you about the usual pattern of humidity in Dhaka. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "Which of the following could Kenji's test show?", "choices": ["if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "how steady a parachute with a 1 m vent was at 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKenji was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Kenji put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/15576/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which better describes the Scarborough Marsh ecosystem?", "choices": ["It has land that is covered with water during most of the year. It also has other water ecosystems nearby.", "It has land that is covered with water during most of the year. It also has soil that is poor in nutrients."], "answer": 0, "hint": "Figure: Scarborough Marsh.\nScarborough Marsh is a wetland ecosystem in southern Maine.", "image": "data/scienceqa/images/test/15591/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, Scarborough Marsh has land that is covered with water during most of the year. It also has other water ecosystems nearby.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["African fish eagle", "great egret"], "answer": 1, "hint": "Flamingos live near marshes, rivers, and oceans. They eat small crustaceans that live in shallow water. Flamingos get their food by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: flamingo.", "image": "data/scienceqa/images/test/15596/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the flamingo.\nLong legs help the flamingo keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great egret has long, thin legs. Its legs are adapted for wading.\nThe African fish eagle has short legs. Its legs are not adapted for wading. The African fish eagle uses its legs to walk and perch.", "split": "test"}
{"question": "Is the air from a hair dryer a solid, a liquid, or a gas?", "choices": ["a gas", "a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15602/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The air from a hair dryer is a gas. A gas expands to fill a space.\nA hair dryer uses a fan to blow warm air out. When the air leaves the hair dryer, the air expands to fill a much large space.", "split": "test"}
{"question": "Why do adult cats meow?", "choices": ["to act like kittens", "to talk to other cats", "to talk to people"], "answer": 2, "hint": "Read the text about cat meows.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans!\nIf you are a cat owner, you may be interested in understanding your cat's meows. Different meows can have distinct meanings. A short, high squeak or chirp is a cheerful hello. A louder and longer meow is a cat's way of saying \"Please?\" or \"Let me out!\" An even longer and louder meow is your cat's way of demanding something, like \"Food! Now!\" Of course, the best cat sound to many cat owners is a low, rumbling purr that comes from a happy cat.", "image": "data/scienceqa/images/test/15606/image.png", "task": "closed choice", "grade": "grade3", "subject": "language science", "topic": "reading-comprehension", "category": "Informational texts: level 1", "skill": "Read passages about animals", "lecture": "", "solution": "Look at the text in bold below. It tells you why adult cats meow.\nWhile kittens meow to their mothers, they stop once they are old enough to take care of themselves. At that point, cats use smell, touch, and body language to talk to each other. So if adult cats aren't making noise for each other, why do cats meow? Cats meow to talk with their humans!", "split": "test"}
{"question": "Is Daphnia pulex made up of one cell?", "choices": ["no", "yes"], "answer": 0, "hint": "This organism is Daphnia pulex. It is a member of the animal kingdom.\nDaphnia pulex lives in lakes and ponds. D. pulex can sense chemicals that its predators release into the water. When D. pulex senses that a predator is nearby, it can grow sharp spikes on its head! These spikes make D. pulex harder to eat.", "image": "data/scienceqa/images/test/15623/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Daphnia pulex is an animal. Animals are made up of many cells.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["blue", "stretchy"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/15627/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA stretchy object gets longer when you pull on it. The bubble gum is stretchy.\nBlue is a color.\nThis color is blue. The bubble gum is not blue.", "split": "test"}
{"question": "Which material is this jacket made of?", "choices": ["metal", "clay"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15632/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the jacket.\nThe jacket is made of two different materials. The buckles are made of metal. The rest of the jacket is made of leather.\nNot all shiny jackets are made of leather. Some are made from other fabrics designed to look like leather.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["New Mexico", "Missouri", "Virginia", "Pennsylvania"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15637/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Pennsylvania is farthest north.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Australia", "the Marshall Islands", "Vanuatu"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/15642/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Solomon Islands.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Fiji", "Solomon Islands", "Australia", "the Marshall Islands"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15645/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Solomon Islands.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/15652/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which i in column 4?", "choices": ["the police department", "the theater", "the grocery store", "the fire department"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15662/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The grocery store is in column 4.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Denver", "Indianapolis", "Nampa", "Boise"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15684/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Palau", "Papua New Guinea", "the Marshall Islands", "the Federated States of Micronesia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15696/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Boise", "Hilo", "Honolulu", "Santa Fe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15701/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/15705/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample A has more mass than each particle in sample B. The particles in sample A also have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Is a T-shirt a solid, a liquid, or a gas?", "choices": ["a liquid", "a gas", "a solid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15706/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "A T-shirt is a solid. You can fold a T-shirt. But it will still have a size and shape of its own.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Australia", "Fiji", "Tuvalu", "Solomon Islands"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15749/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Fiji.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Juneau", "Phoenix", "Provo", "Newport"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15763/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "What is the capital of Kansas?", "choices": ["Bismarck", "Indianapolis", "Topeka", "Burlington"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15765/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Topeka is the capital of Kansas.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each bottle", "each bottle . . . the surroundings"], "answer": 0, "hint": "Two bottles of soda were sitting on a porch on a hot day. The two bottles were identical, except that one bottle was made of brown glass and one bottle was made of clear glass. This table shows how the temperature of each bottle changed over 25minutes.", "image": "data/scienceqa/images/test/15767/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle.", "split": "test"}
{"question": "What can Shivani and Austin trade to each get what they want?", "choices": ["Austin can trade his almonds for Shivani's tomatoes.", "Shivani can trade her tomatoes for Austin's broccoli.", "Austin can trade his broccoli for Shivani's oranges.", "Shivani can trade her tomatoes for Austin's carrots."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nShivani and Austin open their lunch boxes in the school cafeteria. Neither Shivani nor Austin got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nShivani's lunch Austin's lunch", "image": "data/scienceqa/images/test/15772/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nShivani wants broccoli. Austin wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/15787/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which bird's beak is also adapted to catch insects?", "choices": ["hanging parrot", "sand martin"], "answer": 1, "hint": "s eat insects and other small invertebrates. The shape of the 's beak is adapted to catch insects.\nFigure: European nightjar.", "image": "data/scienceqa/images/test/15791/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the European nightjar.\nA short, thin beak is light and easy to move. The European nightjar uses its beak to grab fast-moving insects while flying.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe sand martin has a short, thin beak. Its beak is adapted to catch insects.\nThe hanging parrot has a small hooked beak. Its beak is not adapted to catch insects. The hanging parrot uses its beak to eat fruit and seeds.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Africa", "Asia", "Antarctica"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15799/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Complete the statement.\nIodine is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents a molecule of iodine. odine is found in some types of disinfectants.", "image": "data/scienceqa/images/test/15810/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether iodine is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that dark purple represents the chemical element with the atomic symbol I. So, the model shows you that a molecule of iodine is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that iodine is composed of only one chemical element. So, iodine is an elementary substance.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Des Moines", "Burlington", "Fort Wayne", "Indianapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15813/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Jefferson City", "Richmond", "Jackson", "Norfolk"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15815/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "Which solution has a higher concentration of pink particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each pink ball represents one particle of solute.", "image": "data/scienceqa/images/test/15831/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of pink particles per milliliter.\nSolution A and Solution B have the same number of pink particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/15857/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Delaware", "New Hampshire", "Michigan", "Pennsylvania"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/15858/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["blue", "hard"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/15866/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA hard object keeps its shape when you squeeze it. The slippers are not hard.\nBlue is a color.\nThis color is blue. The slippers are blue.", "split": "test"}
{"question": "Based on the bubble map, which statement is true?", "choices": ["Kangaroos eat grass.", "Kangaroos sleep during the day."], "answer": 0, "hint": "This bubble map shows information about different kinds of marsupials.", "image": "data/scienceqa/images/test/15867/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "A bubble map uses lines to connect things that are related. This bubble map shows information about different kinds of marsupials.\nKangaroos is directly connected to eat grass. This tells you that kangaroos eat grass.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "blue", "transparent"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/15885/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA bouncy object will bounce back from the floor if you drop it. The jeans and the yarn pom pom are not bouncy.\nBlue is a color.\nThis color is blue. All three objects are blue.\nThe property that all three objects have in common is blue.", "split": "test"}
{"question": "What is the capital of South Carolina?", "choices": ["Charleston", "Lexington", "Columbia", "Topeka"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15902/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Columbia is the capital of South Carolina.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Nebraska", "Iowa", "Kansas", "Missouri"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/15923/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is Kansas.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in Atlanta?", "choices": ["Atlanta has a rainy season and a dry season.", "October has the highest average precipitation.", "Precipitation does not change much from month to month in Atlanta."], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/15934/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Oct\" is incorrect.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"October has the highest average precipitation.\" is incorrect.\nMost other months have a slightly higher average precipitation than October.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/15956/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 2, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/15960/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.", "split": "test"}
{"question": "Identify the question that Ben's experiment can best answer.", "choices": ["Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?", "Do steel nails take fewer days to rust in water compared to vinegar?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBen put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Ben checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/15971/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of Illinois?", "choices": ["Louisville", "Springfield", "Phoenix", "Chicago"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/15981/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Springfield is the capital of Illinois.", "split": "test"}
{"question": "Which number marks the New England Colonies?", "choices": ["1", "3", "2"], "answer": 0, "hint": "The map below shows the Thirteen Colonies in 1750.", "image": "data/scienceqa/images/test/15983/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "New England colonies: religion and government", "lecture": "", "solution": "The area that became Vermont was never a colony of its own.", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Salem", "Sacramento", "Los Angeles", "Tallahassee"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16010/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which of the following fossils is younger? Select the more likely answer.", "choices": ["ginkgo leaf", "insect"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/16011/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe insect fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the insect fossil is most likely younger than the ginkgo leaf fossil.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Jamaica", "Grenada", "the Dominican Republic", "Saint Vincent and the Grenadines"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16012/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Vincent and the Grenadines.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["North Carolina", "Ohio", "New Hampshire", "Arizona"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16026/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arizona is farthest west.", "split": "test"}
{"question": "Which of the following statements describess living in an independent city-state?", "choices": ["I live by myself in the wilderness.", "My city rules itself and is not part of a larger country.", "I vote for a president that rules over many different cities.", "All the decisions about my city are made by a faraway emperor."], "answer": 1, "hint": "Athens was one of the most powerful independent city-states in ancient Greece. Look at the definitions below. Then answer the question.", "image": "data/scienceqa/images/test/16027/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "world-history", "category": "Greece", "skill": "Classical Athens: geography and society", "lecture": "", "solution": "Look at the definitions.\nPutting the definitions together, an independent city-state is a self-ruling city with its own government. So, a city-state rules itself and is not part of a larger country.\nThe ancient Greeks called a city-state a polis, which was the ancient Greek word for city. Today, the root word \"polis\" is in the name of many cities, such as Minneapolis in Minnesota or Annapolis in Maryland.", "split": "test"}
{"question": "Is an arrowhead a solid or a liquid?", "choices": ["a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16035/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "An arrowhead is a solid. A solid has a size and shape of its own.\nAn arrowhead is made of rock.", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Tallahassee", "Plymouth", "Charlotte", "Raleigh"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16042/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Orlando", "Laramie", "Salt Lake City", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16045/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which type of force from the boy moves the cart forward?", "choices": ["pull", "push"], "answer": 1, "hint": "A boy shops for food. He applies a force to a shopping cart to move it forward.", "image": "data/scienceqa/images/test/16049/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "A force is a push or a pull that one object applies to a second object.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The boy applies a force to the shopping cart to move it forward. The direction of this force is away from the boy. This force is a push.", "split": "test"}
{"question": "What can Krysta and Malik trade to each get what they want?", "choices": ["Malik can trade his almonds for Krysta's tomatoes.", "Krysta can trade her tomatoes for Malik's carrots.", "Malik can trade his broccoli for Krysta's oranges.", "Krysta can trade her tomatoes for Malik's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nKrysta and Malik open their lunch boxes in the school cafeteria. Neither Krysta nor Malik got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nKrysta's lunch Malik's lunch", "image": "data/scienceqa/images/test/16067/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nKrysta wants broccoli. Malik wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which better describes the Gobi Desert ecosystem?", "choices": ["It has long, cold winters. It also has a small amount of rain or snow.", "It has warm, wet summers. It also has long, cold winters."], "answer": 0, "hint": "Figure: Gobi Desert.\nThe Gobi Desert is a cold desert ecosystem in northern China and southern Mongolia.", "image": "data/scienceqa/images/test/16106/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Gobi Desert has long, cold winters. It also has a small amount of rain or snow.", "split": "test"}
{"question": "Based on the map, which of the following areas did the Mongol Empire control?", "choices": ["South Asia", "Southeast Asia", "the Middle East"], "answer": 2, "hint": "The Mongol Empire controlled most of Asia and some parts of Eastern Europe from around 1210 to 1375. Look at the map of the Mongol Empire. Then answer the question below.", "image": "data/scienceqa/images/test/16113/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "world-history", "category": "Medieval Asia", "skill": "The Mongol Empire", "lecture": "", "solution": "Look back at the map. The labels on the map show the name of each region. The shaded area shows the territory controlled by the Mongol Empire.\nThe map shows that the Mongol Empire controlled many parts of Central Asia, East Asia, the Middle East, and Siberia.\nThe Mongol Empire did not control Southeast Asia or South Asia.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "Africa", "Asia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16115/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Portland", "Harrisburg", "Salem", "Carson City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16118/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "Based on the text, how are fruit bats different from most other animals?", "choices": ["They can communicate with many kinds of animals.", "They can communicate about specific problems.", "They can understand some human speech."], "answer": 1, "hint": "Read the text about bats.\nSeveral kinds of animals \"talk\" to one another in the wild. Dolphins whistle, birds sing, and wolves howl. In recent years, researchers have paid more attention to animal \"languages,\" and they have made some surprising discoveries. Egyptian fruit bats, for example, have a very complex way of talking to one another. In fact, they are one of the few animals that direct their calls to another individual. Most animals make calls to their entire group. Bats can also share more complex information than other animals. This is because they have special sounds to communicate specific issues.\nResearchers at Tel Aviv University in Israel wanted to learn more about what bats are really saying to one another. First, scientist Yossi Yovel and his team recorded sound and video of twenty-two bats. Fifteen thousand bat calls were collected over a period of seventy-five days. Then, the researchers tried to match each bat call with a behavior. They used special software to help them tell different bat calls apart and decipher the bats' messages.\nWhat Yovel and his team found was astonishing. Egyptian fruit bats are not just making squeaky noises; they are expressing very distinct concerns. One type of call means the bats are arguing over food. Another type of call means the bats are figuring out where they are going to sleep. A third call is used when one bat has gotten too close to another.\nThe researchers made another startling discovery. A bat can alter the sound of its call when addressing different members of the group. This is similar to how humans may use a different tone of voice when speaking to different people. It turns out that bats use language as a way to communicate their needs to each other, almost like humans do.", "image": "data/scienceqa/images/test/16126/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "reading-comprehension", "category": "Informational texts: level 1", "skill": "Read passages about animals", "lecture": "", "solution": "These are two ways in which fruit bats are different from most other animals:\nThey can \"talk\" directly to one other fruit bat.\nThe first paragraph states that Egyptian fruit bats are one of the few species that will direct calls to another individual.\nThey can communicate about specific problems.\nThe first paragraph also states that bats have special sounds for talking about specific issues.\nThese things are not stated in the text:\nThey can communicate with many kinds of animals.\nThey can understand some human speech.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Helena", "Cambridge", "Plymouth", "Boston"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16127/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Samoa", "Australia", "the Federated States of Micronesia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16141/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Georgia", "North Dakota", "Oklahoma", "Louisiana"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16145/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["soft", "bouncy"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/16162/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA bouncy object will bounce back from the floor if you drop it. The towel is not bouncy.\nA soft object changes shape when pressed or squeezed. The towel is soft.", "split": "test"}
{"question": "Select the organism in the same genus as the great gray owl.", "choices": ["Cyanocitta stelleri", "Strix aluco", "Cyanocitta cristata"], "answer": 1, "hint": "This organism is a great gray owl. Its scientific name is Strix nebulosa.", "image": "data/scienceqa/images/test/16169/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great gray owl's scientific name is Strix nebulosa. The first word of its scientific name is Strix.\nCyanocitta stelleri is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta stelleri and Strix nebulosa are not in the same genus.\nStrix aluco is in the genus Strix. The first word of its scientific name is Strix. So, Strix aluco and Strix nebulosa are in the same genus.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Strix nebulosa are not in the same genus.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 1.", "The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/16180/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["insect", "ginkgo leaf"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/16183/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe ginkgo leaf fossil is in a deeper layer in the rock sequence than the insect fossil. So, the ginkgo leaf fossil is most likely older than the insect fossil.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["lichen katydid", "sharpnose-puffer"], "answer": 1, "hint": "Golden dart frogs have poisonous glands in their brightly colored skin. The bright color serves as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: golden dart frog.", "image": "data/scienceqa/images/test/16196/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the golden dart frog.\nThe golden dart frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the golden dart frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe sharpnose-puffer has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.\nThe lichen katydid has green and white patches on its body. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/16213/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "In this food chain, the katydid is a primary consumer. Why?", "choices": ["It eats a primary consumer.", "It makes its own food.", "It eats a producer."], "answer": 2, "hint": "This diagram shows a food chain from a grassland ecosystem in Wyoming.", "image": "data/scienceqa/images/test/16219/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!", "solution": "In this food chain, the katydid is a primary consumer because it eats a producer. The producer in this food chain is the slender wheatgrass.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is greater in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/16221/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the probability that a Labrador retriever produced by this cross will have brown fur?", "choices": ["4/4", "2/4", "0/4", "3/4", "1/4"], "answer": 2, "hint": "In a group of Labrador retrievers, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for black fur (F) is dominant over the allele for brown fur (f).\nThis Punnett square shows a cross between two Labrador retrievers.", "image": "data/scienceqa/images/test/16223/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which is the main persuasive appeal used in this ad?", "choices": ["ethos (character)", "logos (reason)", "pathos (emotion)"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16240/image.png", "task": "closed choice", "grade": "grade7", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\nnote that a brand is recommended by a respected organization or celebrity\ninclude a quote from a \"real person\" who shares the audience's values\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\nmention the results of scientific studies\nexplain the science behind a product or service\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to logos, or reason. It uses a specific point of comparison (the amount of iron in one ounce).", "split": "test"}
{"question": "Is plagioclase a mineral?", "choices": ["no", "yes"], "answer": 1, "hint": "Plagioclase has the following properties:\nfound in nature\nsolid\nnot made by living things\npure substance\nfixed crystal structure", "image": "data/scienceqa/images/test/16242/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Plagioclase has all the properties of a mineral. So, plagioclase is a mineral.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "Massachusetts", "Illinois", "Connecticut"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16245/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "What is the capital of Rhode Island?", "choices": ["Hartford", "Newport", "Providence", "Tulsa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16279/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Providence is the capital of Rhode Island.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Arctic Ocean", "the Pacific Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16293/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Is eclogite a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Eclogite has the following properties:\nsolid\nnaturally occurring\nnot made by organisms\nnot a pure substance\nno fixed crystal structure", "image": "data/scienceqa/images/test/16304/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Eclogite does not have all the properties of a mineral. So, eclogite is not a mineral.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: London.\nIt was snowing in London on January 1, 1969.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/16319/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nIt was snowing in London on January 1, 1969.\nThis passage tells you about the snowfall in London on January 1, 1969. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which of the following is better evidence that the train's kinetic energy changed?", "choices": ["The train was stopped, and then it began to move forward and away from the station.", "Electricity started flowing to the motor when the ride operator flipped the switch."], "answer": 0, "hint": "There are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving.\nRead the passage about the start of a roller coaster ride and think about the kinetic energy of the roller coaster train.\nAt an amusement park, a group of riders boarded a roller coaster train and sat down.\nOnce everyone was safely in their seats, the ride operator flipped a switch, and electricity flowed to a motor below the track. The motor pulled the train forward and out of the station.", "image": "data/scienceqa/images/test/16339/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Kinetic and potential energy", "skill": "Explore energy transformations: roller coaster ride", "lecture": "", "solution": "The kinetic energy of an object depends on the object's speed. So, a change in the train's speed is evidence of a change in the train's kinetic energy.\nThis statement shows that the speed of the train changed:\nThe train was stopped, and then it began to move forward and away from the station.\nThis statement does not show that the speed of the train changed:\nElectricity started flowing to the motor when the ride operator flipped the switch.", "split": "test"}
{"question": "What can Rick and Felix trade to each get what they want?", "choices": ["Rick can trade his tomatoes for Felix's broccoli.", "Rick can trade his tomatoes for Felix's sandwich.", "Felix can trade his broccoli for Rick's oranges.", "Felix can trade his almonds for Rick's tomatoes."], "answer": 0, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nRick and Felix open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/16340/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Rick wanted broccoli in his lunch and Felix was hoping for tomatoes. Look at the labeled part of the images.\nRick has tomatoes. Felix has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["West Virginia", "New Hampshire", "Massachusetts", "New Jersey"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16356/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["shoebill", "satin bowerbird"], "answer": 0, "hint": "s live in the marshes of Europe and Asia. They eat insects, snails, and worms that live in shallow water. Spoonbills often hunt their prey by walking through water, or wading.\nThe spoonbill's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: Eurasian spoonbill.", "image": "data/scienceqa/images/test/16366/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the Eurasian spoonbill.\nLong legs help the Eurasian spoonbill keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shoebill has long, thin legs. Its legs are adapted for wading.\nThe satin bowerbird has short legs. Its legs are not adapted for wading. The satin bowerbird uses its legs to walk and perch.", "split": "test"}
{"question": "Select the reptile below.", "choices": ["Hermann's tortoise", "gray wolf"], "answer": 0, "hint": "Reptiles have scaly, waterproof skin. Most reptiles live on land. A box turtle is an example of a reptile.", "image": "data/scienceqa/images/test/16372/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A gray wolf is a mammal. It has fur and feeds its young milk.\nWolves often live in family groups. A wolf mother, father, and their children travel together.\nA Hermann's tortoise is a reptile. It has scaly, waterproof skin.\nA tortoise's shell protects it from predators. When a tortoise feels threatened, it can pull its head and legs inside its shell.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Dominican Republic", "Grenada", "Dominica", "Haiti"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16379/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.", "split": "test"}
{"question": "Which material is this door made of?", "choices": ["wool", "metal"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16380/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the door.\nThis door is made of two different materials. The body of the door is made of wood. The door knob is made of metal.\nNot all doors are made of wood. The body of a door can be made of metal or even glass.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Kansas City", "Saint Louis", "Jefferson City", "Richmond"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16410/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "Identify the question that Haley and Elijah's experiment can best answer.", "choices": ["Does Haley's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?", "Does Haley's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nHaley applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Elijah timed each ride. Haley and Elijah calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.", "image": "data/scienceqa/images/test/16419/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which of the following could Joy's test show?", "choices": ["if the blade guards would break in a crash", "how much the drone weighed with the blade guards", "if adding the blade guards made the drone fly poorly"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJoy was designing small aircraft called drones to pick up items from warehouse shelves. She knew that the drones' propeller blades would get damaged if they bumped into anything while flying through the warehouse. So, Joy wanted to add blade guards to protect the propeller blades. The guards had to be sturdy so they would not break in a crash. But she thought that if the guards weighed too much, the drones would not fly well.\nSo, Joy put guards made of lightweight metal on one drone. Then she observed how well the drone flew with the guards.\nFigure: a drone without blade guards.", "image": "data/scienceqa/images/test/16424/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which material is this hat made of?", "choices": ["wool", "wood"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16436/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.", "solution": "Look at the picture of the hat.\nThe hat is made of wool.\nWool comes from the fluffy coats of sheep! First, a farmer cuts the sheep's coats. Then, the wool is spun into yarn. The yarn can be dyed and used to make clothes.", "split": "test"}
{"question": "Which month has the lowest average precipitation in London?", "choices": ["November", "July", "February"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/16444/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in London, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Nov\" is incorrect.\nJuly has an average monthly precipitation of about 45 millimeters. This is lower than in any other month. So, July has the lowest average precipitation.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/16456/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Pennsylvania", "New Jersey", "New York", "Maryland"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16459/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Complete the sentence.\nThe word \"antebellum\" means ().", "choices": ["after the long peace", "before the war", "after the election", "before the feast"], "answer": 1, "hint": "The time period in United States history between 1820 and 1861 is often called the antebellum period. During the antebellum period, the North and South became more divided. In the following questions, you learn more about the changes that happened during the antebellum period.\nThe following table shows other words that use the Latin root words ante and bellum. Look at the table. Then complete the text below.", "image": "data/scienceqa/images/test/16469/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "The Antebellum period", "skill": "Causes of the Civil War: Missouri Compromise to Bleeding Kansas", "lecture": "", "solution": "Look at the underlined parts of the table.\nAll the words that use the root \"ante\" mean to come before something else. So, the root ante means \"before.\"\nAll the words that use the root \"bellum\" mean to fight or cause war.So, the root bellum means \"war.\"\nSo, the word \"antebellum\" means \"before the war.\" The antebellum period is named for the war that followed it: the Civil War.", "split": "test"}
{"question": "Select the organism in the same genus as the great egret.", "choices": ["Tyto alba", "Caprimulgus europaeus", "Ardea alba"], "answer": 2, "hint": "This organism is a great egret. Its scientific name is Ardea alba.", "image": "data/scienceqa/images/test/16470/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\nCaprimulgus europaeus is in the genus Caprimulgus. The first word of its scientific name is Caprimulgus. So, Caprimulgus europaeus and Ardea alba are not in the same genus.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.", "split": "test"}
{"question": "Complete the sentence.\nThe Thingvellir Rift Valley formed at a () boundary.", "choices": ["divergent", "convergent", "transform"], "answer": 0, "hint": "Read the passage and look at the picture.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.", "image": "data/scienceqa/images/test/16477/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Plate tectonics", "skill": "Describe tectonic plate boundaries around the world", "lecture": "The outer layer of Earth is broken up into many pieces called tectonic plates, or simply plates. The breaks between plates are called plate boundaries. Plate boundaries are classified by the way the plates are moving relative to each other:\nAt a transform boundary, two plates are sliding past each other.\nAt a convergent boundary, two plates are moving toward each other.\nAt a divergent boundary, two plates are moving away from each other.\ndivergent plate boundary\nWhen plates at a divergent boundary move apart, cracks form in the crust along the boundary. Melted rock rises from below the crust to fill these cracks. As the melted rock cools and hardens, it becomes new oceanic crust.\nNewer oceanic crust weighs less than older oceanic crust. So, the crust on either side of the boundary rises up higher than the older crust that is farther from the boundary. This difference in elevation creates a mid-ocean ridge, or underwater mountain chain. Between the two plates, there may be a deep rift valley.", "solution": "To figure out what type of plate boundary formed the Thingvellir Rift Valley, you need to know how the tectonic plates interacted. To find this out, read the passage carefully.\nIn Iceland, parts of the Mid-Atlantic Ridge are above sea level. The Thingvellir Rift Valley is one example. This rift valley began to form as the North American Plate and the Eurasian Plate moved away from each other. In this picture, you can see the gap that formed during a major plate movement along the rift. Gaps such as this form when the two plates move apart, creating a large crack in the crust. The last time this happened in the Thingvellir Rift Valley was in the spring of 1789. Since then, a walking path was built along the rift valley to allow park visitors to walk along the rift.\nThe underlined part of the passage explains that the Thingvellir Rift Valley formed as the two plates moved away from each other, or diverged. So, the Thingvellir Rift Valley formed at a divergent boundary.", "split": "test"}
{"question": "Based on the continuum scale, about how much heavier are emu eggs than hummingbird eggs?", "choices": ["around 60 grams", "around 600 grams"], "answer": 1, "hint": "This continuum scale compares the average weights of the eggs of several birds.", "image": "data/scienceqa/images/test/16501/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "A continuum scale compares things by ordering them along a line. This continuum scale compares the average weights of the eggs of several birds.\nHummingbird is shown close to the left end of the scale, labeled 0 g. This tells you that hummingbird eggs weigh close to 0 grams. Emu is shown close to the right end of the scale, labeled 600 g. This tells you that emu eggs weigh close to 600 grams. So, emu eggs are around 600 grams heavier than hummingbird eggs.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["camel", "short-tailed weasel"], "answer": 1, "hint": "es live in the cold Arctic tundra. The  is adapted to be camouflaged in the snow.\nFigure: Arctic fox.", "image": "data/scienceqa/images/test/16505/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow.\nThe camel has sand-colored fur covering its skin. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "Which of the following could Duncan's test show?", "choices": ["whether a parachute with a 1 m vent would swing too much at 400 km per hour", "if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "how steady a parachute with a 1 m vent was at 200 km per hour"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDuncan was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Duncan put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/16506/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["flexible", "hard", "scratchy"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/16510/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA scratchy object is rough and itchy against your skin. All three objects are scratchy.\nA flexible object can be folded or bent without breaking easily. The potato sack is flexible, but the log is not.\nA hard object does not change shape when pressed or squeezed. The log is hard, but the potato sack is not.\nThe property that all three objects have in common is scratchy.", "split": "test"}
{"question": "Is Rhizophora mangle made up of many cells?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Rhizophora mangle. It is a member of the plant kingdom.\nRhizophora mangle is commonly called a red mangrove. Red mangrove trees grow in or near water. They have strong roots that help prop, or hold, them up. These roots are also aerial, which means that they can grow above the ground. So, the red mangrove roots are called aerial prop roots.", "image": "data/scienceqa/images/test/16522/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Rhizophora mangle is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/16535/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which months have average temperatures of 30\u00b0C or higher in Dubai?", "choices": ["January through May", "May through September", "July through November"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/16536/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "", "solution": "To describe the average temperature trends in Dubai, look at the graph.\nChoice \"May\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Jan\" is incorrect.\nThe average temperatures in May, June, July, August, and September are all 30\u00b0C or higher. So, May through September have average temperatures of 30\u00b0C or higher.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/16546/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "What is the capital of Tennessee?", "choices": ["Knoxville", "Richmond", "Charlotte", "Nashville"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16585/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Nashville is the capital of Tennessee.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Atlantic Ocean", "the Pacific Ocean", "the Arctic Ocean", "the Southern Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16592/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Helena", "Olympia", "Spokane", "Seattle"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16593/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["fern", "insect"], "answer": 1, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/16595/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe insect fossil is in a deeper layer in the rock sequence than the fern fossil. So, the insect fossil is most likely older than the fern fossil.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["West Virginia", "South Carolina", "Virginia", "North Carolina"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16599/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Which animal's limbs are also adapted for climbing trees?", "choices": ["California sea lion", "lar gibbon"], "answer": 1, "hint": "Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.", "image": "data/scienceqa/images/test/16601/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the chimpanzee.\nThe chimpanzee uses its long limbs to reach branches while climbing. It uses its fingers and toes to grab the branches.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe lar gibbon has long limbs with fingers and toes. Its limbs are adapted for climbing trees.\nThe California sea lion has flippers. Its limbs are not adapted for climbing trees. The California sea lion uses its flippers to swim underwater.", "split": "test"}
{"question": "Select the organism in the same species as the reticulated python.", "choices": ["Python reticulatus", "Nerodia cyclopion", "Morelia viridis"], "answer": 0, "hint": "This organism is a reticulated python. Its scientific name is Python reticulatus.", "image": "data/scienceqa/images/test/16606/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A reticulated python's scientific name is Python reticulatus.\nPython reticulatus has the same scientific name as a reticulated python. So, these organisms are in the same species.\nNerodia cyclopion does not have the same scientific name as a reticulated python. So, Python reticulatus and Nerodia cyclopion are not in the same species.\nMorelia viridis does not have the same scientific name as a reticulated python. So, Python reticulatus and Morelia viridis are not in the same species.", "split": "test"}
{"question": "Is the air inside a soccer ball a solid, a liquid, or a gas?", "choices": ["a solid", "a gas", "a liquid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16608/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "The air inside a soccer ball is a gas. A gas expands to fill a space.\nThe air fills all the space inside the soccer ball. If air leaks out, it will expand into the space around the ball.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["fuzzy", "smooth", "transparent"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/16610/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA smooth object is not scratchy or rough. All three objects are smooth.\nA fuzzy object is covered in soft hair. None of the objects are fuzzy.\nThe property that all three objects have in common is smooth.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "neither; the samples have the same temperature", "sample B"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/16629/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy.\nBecause the particles in both samples have the same average kinetic energy, the samples must have the same temperature.", "split": "test"}
{"question": "Which bird's beak is also adapted to tear through meat?", "choices": ["bateleur", "roseate spoonbill"], "answer": 0, "hint": "Turkey vultures are scavengers. They find and eat the bodies of dead animals. The shape of the 's beak is adapted to tear through meat.\nFigure: turkey vulture.", "image": "data/scienceqa/images/test/16658/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the turkey vulture.\nThe turkey vulture has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the turkey vulture cut the meat into pieces it can swallow.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe bateleur has a sharp hooked beak. Its beak is adapted to tear through meat.\nThe roseate spoonbill has a long spoon-shaped beak. Its beak is not adapted to tear through meat. The roseate spoonbill uses its beak to filter through mud for invertebrates and small fish.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["eastern newt", "black howler"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal.", "image": "data/scienceqa/images/test/16673/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "An eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.\nA black howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "South America", "Asia", "Australia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16680/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Europe.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the kelp?", "choices": ["plainfin midshipman", "sea cucumber", "zooplankton"], "answer": 1, "hint": "Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/16699/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.There is one path matter can take from the kelp to the sea otter: kelp    sea urchin    sea otter. There is one path matter can take from the kelp to the sea cucumber: kelp    sea urchin    sea otter    orca    sea cucumber. zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.. plainfin midshipman. There are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman..", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Tuvalu", "Tonga", "Fiji", "Australia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16708/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Tonga.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Fairbanks", "Salt Lake City", "Juneau", "Anchorage"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16720/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Complete the statement.\nOxygen is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents a molecule of oxygen. Billions of pounds of oxygen are produced in factories each year. ver half of this oxygen is used to help produce steel.", "image": "data/scienceqa/images/test/16723/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether oxygen is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the ball-and-stick model shown above, both of the balls are the same color:\n. The legend shows that red represents the chemical element with the atomic symbol O. So, the model shows you that a molecule of oxygen is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that oxygen is composed of only one chemical element. So, oxygen is an elementary substance.", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["New York City", "Louisville", "Tulsa", "Oklahoma City"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/16725/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/16731/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["South Carolina", "Massachusetts", "New Jersey", "Georgia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/16744/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Jersey.", "split": "test"}
{"question": "Which of the following fossils is younger? Select the more likely answer.", "choices": ["palm leaf", "feather"], "answer": 0, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/16746/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe palm leaf fossil is in a shallower layer in the rock sequence than the feather fossil. So, the palm leaf fossil is most likely younger than the feather fossil.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Indianapolis", "Jefferson City", "Newport", "Frankfort"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16751/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "What is the capital of Oklahoma?", "choices": ["Oklahoma City", "Tulsa", "Raleigh", "Columbia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16762/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Oklahoma City is the capital of Oklahoma.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["California", "Washington", "Colorado", "Hawaii"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16773/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is Washington.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/16811/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Select the organism in the same genus as the great egret.", "choices": ["Ardea alba", "Diodon nicthemerus", "Tyto alba"], "answer": 0, "hint": "This organism is a great egret. Its scientific name is Ardea alba.", "image": "data/scienceqa/images/test/16854/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A great egret's scientific name is Ardea alba. The first word of its scientific name is Ardea.\nTyto alba and Ardea alba are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Tyto alba and Ardea alba have the same species name within their genus, alba. But the first words of their scientific names are different. Tyto alba is in the genus Tyto, and Ardea alba is in the genus Ardea.\nThis organism and the great egret are in the same genus and the same species! Both organisms have the same scientific name, Ardea alba.\nDiodon nicthemerus is in the genus Diodon. The first word of its scientific name is Diodon. So, Diodon nicthemerus and Ardea alba are not in the same genus.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["West Virginia", "Maryland", "Washington, D.C.", "Massachusetts"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/16868/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Maryland.", "split": "test"}
{"question": "What is the capital of Oregon?", "choices": ["Salem", "Portland", "Phoenix", "Salt Lake City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16879/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salem is the capital of Oregon.", "split": "test"}
{"question": "What can Joey and Darell trade to each get what they want?", "choices": ["Joey can trade his tomatoes for Darell's sandwich.", "Darell can trade his broccoli for Joey's oranges.", "Darell can trade his almonds for Joey's tomatoes.", "Joey can trade his tomatoes for Darell's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nJoey and Darell open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/16881/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Joey wanted broccoli in his lunch and Darell was hoping for tomatoes. Look at the labeled part of the images.\nJoey has tomatoes. Darell has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Texas", "New Hampshire", "New York", "Wisconsin"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/16883/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Texas is farthest south.", "split": "test"}
{"question": "Sperm cells are found inside pollen. What kind of cells are sperm?", "choices": ["female cells", "male cells"], "answer": 1, "hint": "This diagram shows the life cycle of an apple tree.", "image": "data/scienceqa/images/test/16932/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Angiosperm and conifer life cycles", "lecture": "Flowering plants, called angiosperms, use their flowers for sexual reproduction.\nFlowers can have male parts, female parts, or both! The male part is called the stamen, and the female part is called the pistil.\nBoth the male and female parts are needed for sexual reproduction. The female part produces eggs, and the male part produces pollen. Pollen contains cells that become sperm.\nPollination happens when pollen lands on top of the pistil. Self-pollination happens when a plant with both male and female parts pollinates itself. Cross-pollination happens when pollen from one plant lands on the pistil of a flower on a different plant. Animals, including birds and insects, can be pollinators. Many pollinators come to flowers to get food. As a pollinator feeds, it moves pollen from one flower to another.\nAfter pollination, sperm from the pollen fuse with eggs. This is called fertilization. The fertilized eggs then grow into seeds. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow flowers and begin the angiosperm plant life cycle again.", "solution": "Sperm are male cells. Cells that become sperm are found inside the pollen.\nEggs are female cells. The eggs are produced and stored in the ovary.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["translucent", "colorful"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/16935/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA colorful object has one or more bright colors. The pinwheel is colorful.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The pinwheel is not translucent.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/16947/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the probability that a Syrian hamster produced by this cross will have wavy fur?", "choices": ["3/4", "2/4", "4/4", "0/4", "1/4"], "answer": 4, "hint": "In a group of Syrian hamsters, some individuals have straight fur and others have wavy fur. In this group, the gene for the fur texture trait has two alleles. The allele for straight fur (F) is dominant over the allele for wavy fur (f).\nThis Punnett square shows a cross between two Syrian hamsters.", "image": "data/scienceqa/images/test/17004/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["hard", "rough", "fragile"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/17039/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA rough object feels scratchy when you touch it. The bracelet, the apple seeds, and the sunglasses are not rough.\nA fragile object will break into pieces if you drop it. The clay flower pot is fragile, but the apple seeds are not.\nA hard object does not change shape when pressed or squeezed. All four objects are hard.\nThe property that all four objects have in common is hard.", "split": "test"}
{"question": "Which animal's legs are also adapted for wading?", "choices": ["demoiselle crane", "African penguin"], "answer": 0, "hint": "Gray herons live near marshes, rivers, and lakes. They eat frogs and fish that live in shallow water. Gray herons hunt their prey by walking through water, or wading.\nThe 's legs are adapted for wading. They are lightweight and keep the bird's body above the water.\nFigure: gray heron.", "image": "data/scienceqa/images/test/17045/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.", "solution": "Look at the picture of the gray heron.\nLong legs help the gray heron keep its body above the surface of the water while wading. Thin legs are easier to move through the water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe demoiselle crane has long, thin legs. Its legs are adapted for wading.\nThe African penguin has short legs. Its legs are not adapted for wading. The African penguin uses its legs to walk and swim.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "Virginia", "North Carolina", "South Carolina"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17052/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: San Francisco.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/17070/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nSan Francisco is located on the coast of California. On December 30, 1856, the temperature fell to 36\u00b0F.\nThe underlined part of the passage tells you about the temperature in San Francisco on a certain day in 1856. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Select the fish below.", "choices": ["bison", "salmon"], "answer": 1, "hint": "Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.", "image": "data/scienceqa/images/test/17078/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A salmon is a fish. It lives underwater. It has fins, not limbs.\nA bison is a mammal. It has fur and feeds its young milk.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Augusta", "Boston", "Topeka", "Green Bay"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17085/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "What is the probability that a koi fish produced by this cross will have Bekko patterning?", "choices": ["4/4", "3/4", "2/4", "0/4", "1/4"], "answer": 0, "hint": "This passage describes the Bekko patterning trait in koi fish:\nThe Bekko pattern is a pattern of colors found on the bodies of some koi fish. A koi fish with Bekko patterning has black patches all over its body. A koi fish without Bekko patterning does not have these patches.\nIn a group of koi fish, some individuals have Bekko patterning and others do not. In this group, the gene for the Bekko patterning trait has two alleles. The allele for having Bekko patterning (B) is dominant over the allele for not having Bekko patterning (b).\nThis Punnett square shows a cross between two koi fish.", "image": "data/scienceqa/images/test/17096/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "What is the direction of this push?", "choices": ["toward the stick", "away from the stick"], "answer": 1, "hint": "A girl uses a stick to hit a pi\u00f1ata. She pushes the pi\u00f1ata with the stick. So, the pi\u00f1ata swings.", "image": "data/scienceqa/images/test/17098/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify pushes and pulls", "lecture": "One object can make another object move with a push or a pull.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The girl pushes the pi\u00f1ata away from the stick, and the pi\u00f1ata swings. The direction of the push is away from the stick.", "split": "test"}
{"question": "Select the organism in the same genus as the Steller's jay.", "choices": ["Larus livens", "Larus michahellis", "Cyanocitta cristata"], "answer": 2, "hint": "This organism is a Steller's jay. Its scientific name is Cyanocitta stelleri.", "image": "data/scienceqa/images/test/17103/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Steller's jay's scientific name is Cyanocitta stelleri. The first word of its scientific name is Cyanocitta.\nCyanocitta cristata is in the genus Cyanocitta. The first word of its scientific name is Cyanocitta. So, Cyanocitta cristata and Cyanocitta stelleri are in the same genus.\nLarus michahellis is in the genus Larus. The first word of its scientific name is Larus. So, Larus michahellis and Cyanocitta stelleri are not in the same genus.\nLarus livens is in the genus Larus. The first word of its scientific name is Larus. So, Larus livens and Cyanocitta stelleri are not in the same genus.", "split": "test"}
{"question": "What can Ling and Maria trade to each get what they want?", "choices": ["Maria can trade her almonds for Ling's tomatoes.", "Ling can trade her tomatoes for Maria's broccoli.", "Ling can trade her tomatoes for Maria's carrots.", "Maria can trade her broccoli for Ling's oranges."], "answer": 1, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nLing and Maria open their lunch boxes in the school cafeteria. Neither Ling nor Maria got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nLing's lunch Maria's lunch", "image": "data/scienceqa/images/test/17125/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nLing wants broccoli. Maria wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/17171/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nDistance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Does Myrmarachne maxillosa have cells that have a nucleus?", "choices": ["yes", "no"], "answer": 0, "hint": "This organism is Myrmarachne maxillosa. It is a member of the animal kingdom.\nMyrmarachne maxillosa is a spider. But its body shape mimics, or copies, the shape of an ant. Mimicking an ant helps M. maxillosa avoid predators that eat spiders. You can tell that M. maxillosa is a spider by counting its legs. Spiders have eight legs, and ants have just six.", "image": "data/scienceqa/images/test/17206/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Myrmarachne maxillosa is an animal. Animal cells have a nucleus.", "split": "test"}
{"question": "Is paper a mineral?", "choices": ["yes", "no"], "answer": 1, "hint": "Paper has the following properties:\nmade in a paper mill\nnot a pure substance\nno fixed crystal structure\nsolid", "image": "data/scienceqa/images/test/17222/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Paper does not have all the properties of a mineral. So, paper is not a mineral.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each greenhouse . . . the surroundings", "the surroundings . . . each greenhouse"], "answer": 1, "hint": "Two identical greenhouses were next to each other. There were solar panels on the roof of one greenhouse but not on the roof of the other greenhouse. This table shows how the temperature of each greenhouse changed over 2hours.", "image": "data/scienceqa/images/test/17228/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Oregon", "Wyoming", "New Mexico", "North Dakota"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17254/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. North Dakota is farthest east.", "split": "test"}
{"question": "Which animal's feet are also adapted for digging?", "choices": ["groundhog", "bottlenose dolphin"], "answer": 0, "hint": "s are found in parts of North America. They live in burrows and eat other animals that also live in burrows. The feet of the  are adapted for digging.\nFigure: American badger.", "image": "data/scienceqa/images/test/17258/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the American badger.\nThe American badger has long, straight claws. Its feet are adapted for digging. The American badger uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe bottlenose dolphin has flippers for feet. Its feet are not adapted for digging. The bottlenose dolphin uses its flippers to swim.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Louisville", "Harrisburg", "Santa Fe", "Albuquerque"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17295/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Australia", "Nauru", "Papua New Guinea"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17319/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Australia.\nIs Australia a country or a continent?\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Ohio", "New Hampshire", "Maryland", "Connecticut"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17324/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Ohio is farthest west.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Marshall Islands", "Vanuatu", "Nauru", "New Zealand"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17328/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Which of the following could Caden's test show?", "choices": ["how well the weather station would work when it was windy", "if the weather station would work when the temperature was 50\u00b0C"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nCaden was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Caden wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.", "image": "data/scienceqa/images/test/17366/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Baja California.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/17372/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nBaja California is a state in Mexico. It was not raining anywhere in the state during the first week of February.\nThe underlined part of the passage tells you about the amount of rain that fell in Baja California during the first week of February. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Vermont", "Connecticut", "Maine", "New Hampshire"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17387/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Northeast", "lecture": "", "solution": "This state is New Hampshire.", "split": "test"}
{"question": "What is the capital of New York?", "choices": ["New York City", "Albany", "Buffalo", "Honolulu"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17398/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Albany is the capital of New York.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Vanuatu", "Kiribati", "Papua New Guinea", "Nauru"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17400/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Europe", "South America", "Antarctica"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17406/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/17408/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Concord", "Raleigh", "Jefferson City", "Charlotte"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17431/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/17438/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Solomon Islands", "Kiribati", "the Federated States of Micronesia", "the Marshall Islands"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17464/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Federated States of Micronesia.", "split": "test"}
{"question": "Select the organism in the same genus as the Burmese python.", "choices": ["Melanoplus bivittatus", "Lithobates palustris", "Python bivittatus"], "answer": 2, "hint": "This organism is a Burmese python. Its scientific name is Python bivittatus.", "image": "data/scienceqa/images/test/17485/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.\nThis organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus.\nLithobates palustris is in the genus Lithobates. The first word of its scientific name is Lithobates. So, Lithobates palustris and Python bivittatus are not in the same genus.\nMelanoplus bivittatus and Python bivittatus are not in the same genus.\nThese organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nNeptune's volume is more than 50 times as great as that of Earth.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/17488/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of 50 times the volume of Earth.\nThen compare the result to the volume of Neptune. The volume of Neptune is 62,530 billion km^3, which is more than 54,500 billion km^3. So, Neptune's volume is more than 50 times as great as that of Earth.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 1.", "The magnetic force is weaker in Pair 2.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/17496/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Wisconsin", "South Carolina", "Alabama", "Vermont"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17501/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is South Carolina.", "split": "test"}
{"question": "Which specific humidity level was measured within the outlined area shown?", "choices": ["12 grams of water vapor per kilogram of air", "14 grams of water vapor per kilogram of air", "21 grams of water vapor per kilogram of air"], "answer": 2, "hint": "The map below shows humidity in the lower atmosphere on August 1, 2016. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in South America on that day.\nLook at the map. Then, answer the question below.\nData source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division", "image": "data/scienceqa/images/test/17503/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Identify and compare air masses", "lecture": "To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.\nThe map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.", "solution": "Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent.\nThe legend tells you that this air mass contained air with specific humidity levels between 18 and 24 grams of water vapor per kilogram of air.\n21 grams of water vapor per kilogram of air is within this range.\n12 and 14 grams of water vapor per kilogram of air are outside of this range.", "split": "test"}
{"question": "What is the expected ratio of offspring with climbing growth to offspring with bush growth? Choose the most likely ratio.", "choices": ["2:2", "0:4", "1:3", "3:1", "4:0"], "answer": 0, "hint": "This passage describes the growth pattern trait in rose plants:\nClimbing growth and bush growth are different growth patterns in rose plants. Rose plants with climbing growth have long, bendable stems that act like vines. These plants may grow upward to cover fences or walls. Rose plants with bush growth stay near the ground. These plants form low bushes or shrubs.\nIn a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G).\nThis Punnett square shows a cross between two rose plants.", "image": "data/scienceqa/images/test/17508/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth.\nClimbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg.\nThere are 2 boxes in the Punnett square with the genotype GG or Gg. These boxes are highlighted below.\nBush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg.\nThere are 2 boxes in the Punnett square with the genotype gg. These boxes are highlighted below.\nSo, the expected ratio of offspring with climbing growth to offspring with bush growth is 2:2. This means that, on average, this cross will produce 2 offspring with climbing growth for every 2 offspring with bush growth.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Saint Louis", "Jefferson City", "Columbus", "Kansas City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17514/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "Which statement describes the Kaeng Krachan National Park ecosystem?", "choices": ["It has soil that is poor in nutrients.", "It has mostly small plants."], "answer": 0, "hint": "Figure: Kaeng Krachan National Park.\nKaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.", "image": "data/scienceqa/images/test/17523/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statements describe the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is poor in nutrients. It has many different types of organisms. The following statement does not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["Gymnothorax funebris", "green moray eel"], "answer": 1, "hint": "This organism is Gymnothorax funebris. It is also called a green moray eel.", "image": "data/scienceqa/images/test/17537/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Gymnothorax funebris is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nGymnothorax funebris is the organism's scientific name. So, you know that green moray eel is the common name.", "split": "test"}
{"question": "Which rhetorical appeal is primarily used in this ad?", "choices": ["ethos (character)", "pathos (emotion)", "logos (reason)"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17543/image.png", "task": "closed choice", "grade": "grade12", "subject": "language science", "topic": "writing-strategies", "category": "Persuasive strategies", "skill": "Identify appeals to ethos, pathos, and logos in advertisements", "lecture": "The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury", "solution": "The ad appeals to logos, or reason, by emphasizing the practical benefits users can expect from the car.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Maine", "Rhode Island", "Wisconsin", "North Dakota"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17553/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. North Dakota is farthest west.", "split": "test"}
{"question": "Complete the statement.\nGold is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents gold. Gold is a precious metal that is often used to make jewelry.", "image": "data/scienceqa/images/test/17565/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.", "solution": "Use the model to determine whether gold is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that yellow represents the chemical element with the atomic symbol Au. So, the model shows you that gold is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that gold is composed of only one chemical element. So, gold is an elementary substance.", "split": "test"}
{"question": "What can happen to a sperm and an egg?", "choices": ["They can turn into spores.", "They can fuse and form fertilized eggs."], "answer": 1, "hint": "This diagram shows the life cycle of a moss.", "image": "data/scienceqa/images/test/17601/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Moss and fern life cycles", "lecture": "Moss plants reproduce using both asexual reproduction and sexual reproduction.\nMoss plants use their male and female parts for sexual reproduction. The male parts produce sperm. Moss live in damp environments, and moss sperm can travel through water to the female parts.\nThe sperm fuse with eggs in the female part. This is called fertilization. Self-fertilization happens when a sperm from a moss plant fertilizes an egg from the same plant. Cross-fertilization happens when a sperm from one moss plant fertilizes an egg from a different moss plant.\nThe fertilized egg grows into a thin brown stalk on top of the female part. Each stalk has a small spore capsule at the top. Moss plants use asexual reproduction to make small spores in the capsules. When the capsules open, the spores are released.\nWhen the spores land on the ground, they may germinate and grow into a new moss plant. This new moss plant can produce eggs and sperm and begin the moss life cycle again.", "solution": "A sperm and an egg can fuse to form a fertilized egg. The fertilized egg then grows into a thin brown stalk on top of the female part.\nThe new stalk may make spores, but the sperm and the egg do not turn into spores.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/17607/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Nauru", "the Marshall Islands", "Kiribati", "Vanuatu"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17609/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Nauru.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/17613/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Select the bird below.", "choices": ["western toad", "barn owl"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A pelican is an example of a bird.", "image": "data/scienceqa/images/test/17617/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A barn owl is a bird. It has feathers, two wings, and a beak.\nA western toad is an amphibian. It has moist skin and begins its life in water.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/17665/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Burlington", "Indianapolis", "Honolulu", "Little Rock"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17667/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Tallahassee", "Cheyenne", "Honolulu", "Phoenix"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17668/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/17672/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/17679/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Montgomery", "Cleveland", "Cincinnati", "Columbus"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17689/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Tallahassee", "Orlando", "Tampa", "Oklahoma City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17692/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "Complete the statement.\nSilver is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents silver. Silver is a precious metal that is used to make many items, such as jewelry and coins.", "image": "data/scienceqa/images/test/17693/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.", "solution": "Use the model to determine whether silver is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that light blue represents the chemical element with the atomic symbol Ag. So, the model shows you that silver is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that silver is composed of only one chemical element. So, silver is an elementary substance.", "split": "test"}
{"question": "After the Akkadian Empire ended, many cities and empires tried to control Mesopotamia. Around the 1790s BCE, which empire started controlling Mesopotamia?", "choices": ["the Elamite Empire", "the Neo-Sumerian Empire", "the Babylonian Empire", "the Akkadian Empire"], "answer": 2, "hint": "Look at the table. Then answer the question below.", "image": "data/scienceqa/images/test/17698/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "world-history", "category": "Ancient Mesopotamia", "skill": "Mesopotamian empires", "lecture": "", "solution": "Look at the table.\nThe abbreviation \"ca.\" stands for the Latin word, circa. Circa means \"about.\" It indicates when a date is estimated. So, around 1792 BCE, the Babylonian Empire started controlling Mesopotamia.\nThe Babylonian (ba-bih-LOH-nee-in) Empire came after the Akkadian and Neo-Sumerian empires. The capital of the Babylonian Empire was the city of Babylon (BA-bih-lahn).", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["African crowned eagle", "California gull"], "answer": 1, "hint": "s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the  are adapted for swimming.\nFigure: Atlantic puffin.", "image": "data/scienceqa/images/test/17707/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe California gull has small claws and webbed feet. Its feet are adapted for swimming.\nThe African crowned eagle has long toes with sharp claws. Its feet are not adapted for swimming. The African crowned eagle uses its feet to grab prey.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Antarctica", "Australia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17713/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Asia.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/17723/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/17727/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Select the bird below.", "choices": ["sea otter", "white stork"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A penguin is an example of a bird.", "image": "data/scienceqa/images/test/17780/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A sea otter is a mammal. It has fur and feeds its young milk.\nSea otters have very thick fur. Their fur keeps them warm in cold water.\nA white stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/17784/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/17790/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "What grows in a fertilized cone?", "choices": ["pollen", "seeds"], "answer": 1, "hint": "This diagram shows the life cycle of a pine tree.", "image": "data/scienceqa/images/test/17819/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Angiosperm and conifer life cycles", "lecture": "Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.", "solution": "Fertilized eggs grow into seeds inside a fertilized cone.\nPollen grows inside male cones, not fertilized cones.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["sticky", "stretchy", "slippery"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/17829/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The chocolate milkshake is not stretchy.\nA sticky object can attach or stick to other things. All four objects are sticky.\nA slippery object is hard to hold onto or stand on. The tape is not slippery.\nThe property that all four objects have in common is sticky.", "split": "test"}
{"question": "What can Mandy and Troy trade to each get what they want?", "choices": ["Troy can trade his broccoli for Mandy's oranges.", "Mandy can trade her tomatoes for Troy's carrots.", "Troy can trade his almonds for Mandy's tomatoes.", "Mandy can trade her tomatoes for Troy's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nMandy and Troy open their lunch boxes in the school cafeteria. Neither Mandy nor Troy got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nMandy's lunch Troy's lunch", "image": "data/scienceqa/images/test/17830/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nMandy wants broccoli. Troy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "In this food chain, the California sea slug is a consumer. Why?", "choices": ["It eats another living thing.", "It makes its own food."], "answer": 0, "hint": "This diagram shows a food chain from Monterey Bay, an ocean ecosystem on the coast of California.", "image": "data/scienceqa/images/test/17833/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.", "solution": "In this food chain, the California sea slug is a consumer because it eats another living thing. The California sea slug in this food chain eats the kelp.", "split": "test"}
{"question": "Which three months have over 200millimeters of precipitation in Singapore?", "choices": ["May, June, and July", "August, September, and October", "November, December, and January"], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/17845/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Singapore, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"May\" is incorrect.\nChoice \"Jun\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Aug\" is incorrect.\nChoice \"Sep\" is incorrect.\nChoice \"Oct\" is incorrect.\nChoice \"Nov\" is incorrect.\nChoice \"Dec\" is incorrect.\nNovember, December, and January each have over 200 millimeters of precipitation.", "split": "test"}
{"question": "In this experiment, which were part of a control group?", "choices": ["the uncovered side mirrors", "the covered side mirrors"], "answer": 0, "hint": "The passage below describes an experiment.\n\nOn winter mornings, Lucia had to scrape the ice off of the windshield and side mirrors of her car. Her friend told her that she should cover her side mirrors with plastic bags overnight to stop ice from forming.\nOne winter night, Lucia secured a plastic bag over one of the side mirrors on her car. She left the other side mirror uncovered. In the morning, she checked the percentage of each mirror that was covered by ice. Lucia repeated this test every night for one week, alternating which mirror she covered each night.\nFigure: a side mirror covered in ice.", "image": "data/scienceqa/images/test/17846/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Lucia investigated whether covering side mirrors with plastic bags affects how much ice forms on the mirrors. There were no bags on the uncovered side mirrors. So, they were part of a control group.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/17857/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/17903/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Asia", "Australia", "North America"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/17907/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is North America.", "split": "test"}
{"question": "Which of the following fossils is older? Select the more likely answer.", "choices": ["wood", "palm leaf"], "answer": 0, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/17908/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is older:\nThe wood fossil is in a deeper layer in the rock sequence than the palm leaf fossil. So, the wood fossil is most likely older than the palm leaf fossil.", "split": "test"}
{"question": "Is a stuffed hippo a solid, a liquid, or a gas?", "choices": ["a gas", "a liquid", "a solid"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17912/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "A stuffed hippo is a solid. A solid has a size and shape of its own.\nWhen you hold a stuffed hippo in your hands, the stuffed hippo still has a size and shape of its own.", "split": "test"}
{"question": "Which better describes the Great Victoria Desert ecosystem?", "choices": ["It has a small amount of rain. It also has soil that is frozen year-round.", "It has a small amount of rain. It also has dry, thin soil."], "answer": 1, "hint": "Figure: Great Victoria Desert.\nThe Great Victoria Desert is a hot desert ecosystem located in Western Australia and South Australia.", "image": "data/scienceqa/images/test/17918/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Great Victoria Desert has a small amount of rain. It also has dry, thin soil.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Delaware", "Kentucky", "New York", "Vermont"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/17929/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New York.\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.", "split": "test"}
{"question": "Is plagioclase a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 1, "hint": "Plagioclase has the following properties:\nwhite streak\nfixed crystal structure\npure substance\nnaturally occurring\nnot made by organisms\nsolid", "image": "data/scienceqa/images/test/17930/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "Plagioclase has all the properties of a mineral. So, plagioclase is a mineral.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["soft", "fragile"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/17936/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA fragile object will break into pieces if you drop it. The glass is fragile.\nA soft object changes shape when pressed or squeezed. The glass is not soft.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["sour", "bumpy"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/17970/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.", "solution": "Look at the object.\nThink about each property.\nA lemon has a sour taste. The popcorn is not sour.\nA bumpy object is covered in lumps and bumps. The popcorn is bumpy.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Honolulu", "Buffalo", "Annapolis", "Saint Louis"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/17979/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Idaho", "Wyoming", "Colorado", "Nevada"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/17988/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify the 50 states", "lecture": "", "solution": "This state is Wyoming.", "split": "test"}
{"question": "What can Pedro and Oliver trade to each get what they want?", "choices": ["Oliver can trade his almonds for Pedro's tomatoes.", "Oliver can trade his broccoli for Pedro's oranges.", "Pedro can trade his tomatoes for Oliver's carrots.", "Pedro can trade his tomatoes for Oliver's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nPedro and Oliver open their lunch boxes in the school cafeteria. Neither Pedro nor Oliver got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nPedro's lunch Oliver's lunch", "image": "data/scienceqa/images/test/17992/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nPedro wants broccoli. Oliver wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in the snow?", "choices": ["naked mole rat", "ptarmigan"], "answer": 1, "hint": "es live in the cold Arctic tundra. The  is adapted to be camouflaged in the snow.\nFigure: Arctic fox.", "image": "data/scienceqa/images/test/17994/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Arctic fox.\nDuring the winter, the Arctic fox has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the ptarmigan has white feathers covering its body. It is adapted to be camouflaged in the snow.\nThe naked mole rat has thin pink skin. It is not adapted to be camouflaged in the snow.", "split": "test"}
{"question": "What is the capital of Idaho?", "choices": ["Olympia", "Saint Louis", "Cincinnati", "Boise"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18010/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Boise is the capital of Idaho.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Juneau", "Chicago", "Jefferson City", "Madison"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18021/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "What is the capital of New Mexico?", "choices": ["Helena", "Colorado Springs", "Santa Fe", "Albuquerque"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18030/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Santa Fe is the capital of New Mexico.", "split": "test"}
{"question": "Which animal's feet are also adapted for digging?", "choices": ["tokay gecko", "groundhog"], "answer": 1, "hint": "s are found in many parts of Europe. They dig and live in burrows. These moles eat earthworms and nuts, which they find in the soil. The feet of the  are adapted for digging.\nFigure: European mole.", "image": "data/scienceqa/images/test/18048/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the European mole.\nThe European mole has long, straight claws. Its feet are adapted for digging. The European mole uses its claws to break up soil and move it out of the way.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe groundhog has long, straight claws. Its feet are adapted for digging.\nThe tokay gecko has wide, sticky toes. Its feet are not adapted for digging. The tokay gecko uses its feet to climb trees and walk on leaves.", "split": "test"}
{"question": "Which animal's skin is better adapted as a warning sign to ward off predators?", "choices": ["gray tree frog", "Spanish shawl nudibranch"], "answer": 1, "hint": "Strawberry poison frogs have poisonous glands in their brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: strawberry poison frog.", "image": "data/scienceqa/images/test/18055/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the strawberry poison frog.\nThe strawberry poison frog has poisonous glands in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the strawberry poison frog is poisonous.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Spanish shawl nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators.\nThe gray tree frog has gray-brown skin. Its skin is not adapted to be a warning sign that wards off predators.", "split": "test"}
{"question": "What is the capital of Pennsylvania?", "choices": ["Trenton", "Philadelphia", "Harrisburg", "Albany"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18064/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Harrisburg is the capital of Pennsylvania.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Asia", "Antarctica", "South America"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18069/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Oceans and continents\t", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which of the following was a dependent variable in this experiment?", "choices": ["the distance the footballs traveled", "the air pressure in the footballs"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nKamal noticed that some of the footballs his team used during practice were not fully inflated. He wondered whether fully inflated footballs would travel farther than footballs with a lower air pressure.\nTo find out, Kamal collected 20 standard footballs. He fully inflated ten of them to an air pressure of 13 pounds per square inch. He inflated the remaining ten to an air pressure of 10 pounds per square inch. Kamal used  to launch a ball across a football field. He measured the distance the football traveled and then launched the next ball. Kamal repeated this with all 20 balls.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a football launcher.", "image": "data/scienceqa/images/test/18077/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Which better describes the Cerrado ecosystem?", "choices": ["It has warm summers and warm winters. It also has year-round rain.", "It has a rainy season and a dry season. It also has soil that is poor in nutrients."], "answer": 1, "hint": "Figure: Cerrado.\nThe Cerrado is a savanna grassland ecosystem in Brazil.", "image": "data/scienceqa/images/test/18086/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the Cerrado has a rainy season and a dry season. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "Select the chemical formula for this molecule.", "choices": ["H3S2", "He2S2", "H2S", "H2SN"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18095/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Match chemical formulas to ball-and-stick models", "lecture": "Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\nA ball-and-stick model of a molecule is shown below.\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms.\nNotice how each ball is labeled with a symbol made of one or more letters. The symbol is an abbreviation for a chemical element. The ball represents one atom of that element.\nEvery chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\nThe chemical formula for a molecule contains the symbol for each chemical element in the molecule. Many chemical formulas use subscripts. A subscript is text that is smaller and placed lower than the normal line of text.\nIn chemical formulas, the subscripts are numbers. The subscript is always written after the symbol for an element. The subscript tells you how many atoms that symbol represents. If the symbol represents just one atom, then no subscript is included.\nThe symbols in the chemical formula for a molecule match the symbols in the ball-and-stick model for that molecule. The ball-and-stick model shown before and the chemical formula shown above represent the same substance.", "solution": "H is the symbol for hydrogen. S is the symbol for sulfur. This ball-and-stick model shows a molecule with two hydrogen atoms and one sulfur atom.\nThe chemical formula will contain the symbols H and S. There are two hydrogen atoms, so H will have a subscript of 2. There is one sulfur atom, so S will not have a subscript.\nThe correct formula is H2 S.\nThe diagram below shows how each part of the chemical formula matches with each part of the model above.", "split": "test"}
{"question": "What is the capital of Missouri?", "choices": ["Madison", "Albuquerque", "Jefferson City", "Kansas City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18105/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Jefferson City is the capital of Missouri.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["toward her hand", "away from her hand"], "answer": 0, "hint": "A student opens her desk drawer. She uses a force to pull out the drawer.", "image": "data/scienceqa/images/test/18127/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The student pulls open her desk drawer. The direction of the pull is toward her hand.", "split": "test"}
{"question": "What is the capital of Michigan?", "choices": ["Lansing", "Providence", "San Francisco", "Wilmington"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18129/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Lansing is the capital of Michigan.", "split": "test"}
{"question": "Select the organism in the same species as the peregrine falcon.", "choices": ["Falco peregrinus", "Strix uralensis", "Ardea cinerea"], "answer": 0, "hint": "This organism is a peregrine falcon. Its scientific name is Falco peregrinus.", "image": "data/scienceqa/images/test/18131/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A peregrine falcon's scientific name is Falco peregrinus.\nArdea cinerea does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Ardea cinerea are not in the same species.\nStrix uralensis does not have the same scientific name as a peregrine falcon. So, Falco peregrinus and Strix uralensis are not in the same species.\nFalco peregrinus has the same scientific name as a peregrine falcon. So, these organisms are in the same species.", "split": "test"}
{"question": "Complete the statement.\nMagnesium is ().", "choices": ["an elementary substance", "a compound"], "answer": 0, "hint": "The model below represents magnesium. Magnesium burns easily in air, so it is often used as a fire starter.", "image": "data/scienceqa/images/test/18133/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the elementary substance zirconium.\nIn a space-filling model, the balls represent atoms that are bonded together. The color of a ball represents a specific chemical element. The atomic symbol for that chemical element is shown in the legend.", "solution": "Use the model to determine whether magnesium is an elementary substance or a compound.\nStep 1: Interpret the model.\nIn the space-filling model shown above, all of the balls are the same color:\n. The legend shows that green represents the chemical element with the atomic symbol Mg. So, the model shows you that magnesium is composed of one chemical element.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that magnesium is composed of only one chemical element. So, magnesium is an elementary substance.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.", "image": "data/scienceqa/images/test/18136/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Mississippi", "North Carolina", "Arkansas", "Louisiana"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18146/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Southeast", "lecture": "", "solution": "This state is Arkansas.", "split": "test"}
{"question": "Select the organism in the same species as the moon jellyfish.", "choices": ["Aequorea victoria", "Aurelia aurita", "Cyanea capillata"], "answer": 1, "hint": "This organism is a moon jellyfish. Its scientific name is Aurelia aurita.", "image": "data/scienceqa/images/test/18149/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A moon jellyfish's scientific name is Aurelia aurita.\nAurelia aurita has the same scientific name as a moon jellyfish. So, these organisms are in the same species.\nCyanea capillata does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Cyanea capillata are not in the same species.\nAequorea victoria does not have the same scientific name as a moon jellyfish. So, Aurelia aurita and Aequorea victoria are not in the same species.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution A", "Solution B", "neither; their concentrations are the same"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/18152/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "Which animal's mouth is also adapted for gnawing?", "choices": ["Damara mole rat", "aardvark"], "answer": 0, "hint": "Marmots eat plant matter, such as leaves, stems, and seeds. They eat by biting off small pieces at a time, or gnawing. The 's mouth is adapted for gnawing.\nFigure: marmot.", "image": "data/scienceqa/images/test/18166/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the marmot.\nThe marmot has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the marmot break off pieces of food that it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe Damara mole rat has large front teeth. Its mouth is adapted for gnawing.\nThe aardvark has a long tube-shaped mouth and a few, small teeth. Its mouth is not adapted for gnawing. The aardvark uses its mouth to get insects out of holes and burrows.", "split": "test"}
{"question": "Which better describes the Kermadec Arc ecosystem?", "choices": ["It has bright sunlight. It also has organisms that crawl or stick to the ground.", "It has water at the bottom of the ocean. It also has no sunlight."], "answer": 1, "hint": "Figure: Kermadec Arc.\nThe Kermadec Arc is a deep sea ecosystem in the southern Pacific Ocean.", "image": "data/scienceqa/images/test/18167/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the Kermadec Arc has water at the bottom of the ocean. It also has no sunlight.", "split": "test"}
{"question": "Which of the following could Martina and Kiera's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nMartina and Kiera were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/18173/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/18184/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.", "split": "test"}
{"question": "Select the organism in the same genus as the mouflon.", "choices": ["Hystrix cristata", "Alouatta palliata", "Ovis aries"], "answer": 2, "hint": "This organism is a mouflon. Its scientific name is Ovis orientalis.", "image": "data/scienceqa/images/test/18187/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A mouflon's scientific name is Ovis orientalis. The first word of its scientific name is Ovis.\nAlouatta palliata is in the genus Alouatta. The first word of its scientific name is Alouatta. So, Alouatta palliata and Ovis orientalis are not in the same genus.\nOvis aries is in the genus Ovis. The first word of its scientific name is Ovis. So, Ovis aries and Ovis orientalis are in the same genus.\nHystrix cristata is in the genus Hystrix. The first word of its scientific name is Hystrix. So, Hystrix cristata and Ovis orientalis are not in the same genus.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/18196/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/18202/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which trait did Ichthyornis have? Select the trait you can observe in the drawing.", "choices": ["fur", "a long neck"], "answer": 1, "hint": "This drawing shows the skeleton of an ancient animal called Ichthyornis. This drawing was made by looking at the animal's fossils.", "image": "data/scienceqa/images/test/18245/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "Based on the arrows, which of the following organisms is a decomposer?", "choices": ["earthworm", "bilberry"], "answer": 0, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/18258/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.\nThe earthworm does not have arrows pointing from it to other organisms. So, the earthworm is a decomposer.\nThe bilberry has arrows pointing from it. So, the bilberry is not a decomposer.", "split": "test"}
{"question": "What is the capital of Wisconsin?", "choices": ["Annapolis", "Lansing", "Madison", "Green Bay"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18277/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Madison is the capital of Wisconsin.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Pacific Ocean", "the Atlantic Ocean", "the Arctic Ocean", "the Southern Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18284/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Arctic Ocean.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Iowa", "Arizona", "Kansas", "Delaware"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18288/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Iowa is farthest north.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["platypus", "spectral tarsier"], "answer": 0, "hint": "s spend much of their lives at sea. They eat mostly fish, which they catch while swimming and diving. The feet of the  are adapted for swimming.\nFigure: Atlantic puffin.", "image": "data/scienceqa/images/test/18291/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the Atlantic puffin.\nThe Atlantic puffin has webbed feet. Its feet are adapted for swimming. As it swims, the Atlantic puffin uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe platypus has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers. Its feet are not adapted for swimming. The spectral tarsier uses its feet for climbing trees.", "split": "test"}
{"question": "Which continent was involved in the Seven Years' War?", "choices": ["Asia", "Australia"], "answer": 0, "hint": "The French and Indian War took place in North America in the 1750s and 1760s. That war was part of a much larger conflict known as the Seven Years' War. The map below highlights the countries and territories that fought in the Seven Years' War. Use the map to answer the question below.", "image": "data/scienceqa/images/test/18294/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "The American Revolution", "skill": "Causes of the American Revolution: the French and Indian War", "lecture": "", "solution": "Look at the map.\nThe map shows that the conflict involved countries and territories throughout Asia, South America, North America, Europe, and Africa. The only continents not involved were Australia, where no Europeans had settled, and Antarctica, where no humans lived.\nThe French and Indian War was part of a global war between rival empires. An empire is a group of places ruled by a central power. At the time, several empires were fighting to become the most powerful in the world. Many historians call this global war the Seven Years' War.\nThe French and Indian War was the part of the Seven Years' War fought in North America. This war led to big changes in the relationship between the Thirteen Colonies and Great Britain. Historians often consider these changes important causes of the American Revolution, which started less than 20 years later.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/18311/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Nebraska", "Kentucky", "Arkansas", "New Mexico"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/18322/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kentucky is farthest east.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Columbus", "Cleveland", "Des Moines", "Springfield"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18336/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["New York City", "San Antonio", "Denver", "St. Louis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18344/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Major U.S. cities", "lecture": "", "solution": "The city is St. Louis, Missouri. San Antonio, New York City, and Denver are marked with gray circles on the map below.", "split": "test"}
{"question": "Which animal's skin is better adapted for protection against a predator with sharp teeth?", "choices": ["Grant's gazelle", "nine-banded armadillo"], "answer": 1, "hint": "Giant pangolins are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the  can roll into a ball to protect the soft parts of its body.\nFigure: giant pangolin.", "image": "data/scienceqa/images/test/18349/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the giant pangolin.\nThe giant pangolin has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth. The scales make it difficult for predators to hurt or kill the giant pangolin.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe nine-banded armadillo has hard scales on its skin. Its skin is adapted for protection against a predator with sharp teeth.\nThe Grant's gazelle has short fur covering its skin. Its skin is not adapted for protection against predators with sharp teeth.", "split": "test"}
{"question": "A baby blue whale is as big as ().", "choices": ["an adult whale", "a car", "two buses"], "answer": 1, "hint": "Read the first part of the passage about blue whales.\nA blue whale is big. It is the biggest animal in the world.\nWhen a blue whale is a new baby, it is as big as a car. When it is older, it is even bigger. It is as long as two school buses put together.\nComplete the sentence.", "image": "data/scienceqa/images/test/18387/image.png", "task": "closed choice", "grade": "grade1", "subject": "language science", "topic": "reading-comprehension", "category": "Read-alone texts", "skill": "Read passages about animals", "lecture": "", "solution": "The passage says a blue whale is big. The passage says that when a blue whale is a new baby, it is as big as a car.", "split": "test"}
{"question": "In this experiment, which were part of a control group?", "choices": ["the yards with empty feeders", "the yards with feeders filled with sunflower seeds"], "answer": 0, "hint": "The passage below describes an experiment.\n\nJason and his neighbors wanted to attract more woodpeckers to their yards. They read that woodpeckers often eat sunflower seeds. The neighbors wanted to find out if filling their bird feeders with sunflower seeds would increase the number of woodpeckers that visited their yards.\nSo, four of the neighbors filled their feeders with sunflower seeds. Another four neighbors left their feeders empty. Every morning for a month, the neighbors counted the number of woodpeckers they saw in their yards.\nFigure: a woodpecker at a bird feeder.", "image": "data/scienceqa/images/test/18396/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify control and experimental groups", "lecture": "Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.", "solution": "In this experiment, Jason and his neighbors investigated whether adding sunflower seeds to bird feeders affects how many woodpeckers visit yards. The yards with empty feeders did not get sunflower seeds. So, they were part of a control group.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Dover", "Augusta", "Albany", "Portland"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/18420/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/18421/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater.\nThere is a smaller distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Is a ballet shoe a solid, a liquid, or a gas?", "choices": ["a solid", "a gas", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18429/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "A ballet shoe is a solid. A solid has a size and shape of its own.\nWhen a dancer wears a ballet shoe, it may bend a little. But the ballet shoe still has a size and shape of its own.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Antigua and Barbuda", "Jamaica", "Saint Lucia", "Saint Kitts and Nevis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18446/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Kitts and Nevis.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each vial . . . the surroundings", "the surroundings . . . each vial"], "answer": 1, "hint": "Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.", "image": "data/scienceqa/images/test/18454/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.", "split": "test"}
{"question": "What is the capital of Maryland?", "choices": ["Birmingham", "Frankfort", "Annapolis", "Baltimore"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18483/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Annapolis is the capital of Maryland.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["bull shark", "yak", "shoebill", "eastern newt"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA giraffe is an example of a mammal.", "image": "data/scienceqa/images/test/18494/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A bull shark is a fish. It lives underwater. It has fins, not limbs.\nBull sharks can live in both fresh and salt water. They are found in rivers and in shallow parts of the ocean.\nA shoebill is a bird. It has feathers, two wings, and a beak.\nShoebills live in tropical East Africa. Shoebills get their name from their shoe-shaped beaks.\nA yak is a mammal. It has hair and feeds its young milk.\nYaks live in cold places. Their long hair helps keep them warm.\nAn eastern newt is an amphibian. It has moist skin and begins its life in water.\nSome newts live in water. Other newts live on land but lay their eggs in water.", "split": "test"}
{"question": "Identify the question that Brody's experiment can best answer.", "choices": ["Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?", "Do steel nails take fewer days to rust in water compared to vinegar?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nBrody put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Brody checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/18499/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What can happen to spores after they are released?", "choices": ["They can fuse and form a fertilized egg.", "They can grow into a heart-shaped plant."], "answer": 1, "hint": "This diagram shows the life cycle of a fern.", "image": "data/scienceqa/images/test/18503/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Plant reproduction", "skill": "Moss and fern life cycles", "lecture": "Fern plants reproduce using both asexual reproduction and sexual reproduction.\nMature ferns have flat leaves called fronds. Ferns have structures that look like small dots on the underside of their fronds. These structures are called spore cases. The mature ferns use asexual reproduction to make spores. When the spore cases open, the spores are released.\nWhen a spore lands on the ground and germinates, it grows into a small heart-shaped plant. The heart-shaped plant begins the fern's sexual reproduction stage by making eggs and sperm. Ferns live in damp environments, and sperm can swim though small water drops. Self-fertilization happens when a sperm swims to an egg on the same heart-shaped plant. Cross-fertilization happens when the sperm swims to an egg on a nearby plant.\nFertilization happens when a sperm and an egg fuse. The fertilized egg germinates and grows into a mature fern.\nThe mature fern can make spores and begin the fern life cycle again.", "solution": "Unlike sperm and eggs, spores do not fuse.\nAfter they are released, spores can land on the ground and germinate. When a spore germinates, it grows into a heart-shaped plant.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/18506/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the probability that a sheep produced by this cross will be homozygous dominant for the wool color gene?", "choices": ["2/4", "1/4", "0/4", "3/4", "4/4"], "answer": 2, "hint": "In a group of sheep, some individuals have white wool and others have black wool. In this group, the gene for the wool color trait has two alleles. The allele for white wool (L) is dominant over the allele for black wool (l).\nThis Punnett square shows a cross between two sheep.", "image": "data/scienceqa/images/test/18550/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Asia", "Africa", "North America"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18560/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Which of these continents does the equator intersect?", "choices": ["Australia", "Europe", "Africa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18562/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The equator is the line at 0\u00b0 latitude. It intersects Africa. It does not intersect Australia or Europe.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/18572/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/18576/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "To decide which planet is the smallest, look at the volumes shown in the table and compare the exponents. Mercury's volume has an exponent of 10, which is the smallest out of all the planets.\nMercury is made mainly of rock. So, the smallest planet is made mainly of rock.", "split": "test"}
{"question": "Which better describes the New England Seamount Chain ecosystem?", "choices": ["It has water at the bottom of the ocean. It also has no sunlight.", "It has shallow water. It also has organisms that crawl or stick to the ground."], "answer": 0, "hint": "Figure: New England Seamount Chain.\nThe New England Seamount Chain is a deep sea ecosystem in the northern Atlantic Ocean.", "image": "data/scienceqa/images/test/18586/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "The deep sea is a type of ecosystem. Deep sea ecosystems have the following features: water at the bottom of the ocean, no sunlight, and organisms that crawl or stick to the ground. So, the New England Seamount Chain has water at the bottom of the ocean. It also has no sunlight.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nJupiter's volume is more than 1,000 times that of Earth.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/18609/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\n1.43 x 10^15 \u00b7 1000\n= 1.43 x 10^15 \u00b7 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n", "solution": "To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.\nThen compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Vermont", "Maine", "Alabama", "Pennsylvania"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18617/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Select the bird below.", "choices": ["red-tailed hawk", "tiger shark"], "answer": 0, "hint": "Birds have feathers, two wings, and a beak. A peregrine falcon is an example of a bird.", "image": "data/scienceqa/images/test/18627/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A tiger shark is a fish. It lives underwater. It has fins, not limbs.\nTiger sharks are nocturnal. This means that they are active mostly at night.\nA red-tailed hawk is a bird. It has feathers, two wings, and a beak.\nRed-tailed hawks use their sharp beaks to hunt small mammals, birds, fish, and reptiles.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["salty", "stretchy", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/18632/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. The potato chips and the pretzel are not stretchy.\nPotato chips have a salty taste. All four objects are salty.\nYou can see clearly through a transparent object. The potato chips, the pretzel, and the fries are not transparent.\nThe property that all four objects have in common is salty.", "split": "test"}
{"question": "What is the capital of South Carolina?", "choices": ["Lincoln", "Springfield", "Biloxi", "Columbia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18658/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Columbia is the capital of South Carolina.", "split": "test"}
{"question": "Which of these cities is marked on the map?", "choices": ["New York City", "Washington, D.C.", "Philadelphia", "Boston"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18662/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Cities", "skill": "Cities of the Northeast", "lecture": "", "solution": "The city is Philadelphia, Pennsylvania. New York City, Boston, and Washington, D.C., are marked with gray circles on the map below.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Maryland", "North Carolina", "Delaware", "Virginia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18682/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Select the fish below.", "choices": ["European green toad", "great white shark"], "answer": 1, "hint": "Fish live underwater. They have fins, not limbs. A catfish is an example of a fish.", "image": "data/scienceqa/images/test/18687/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A great white shark is a fish. It lives underwater. It has fins, not limbs.\nGreat white sharks can live for up to 70 years.\nA European green toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nSaturn's volume is more than 50% of Jupiter's volume.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/18689/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "To determine if this statement is true, calculate the value of 50% of Jupiter's volume by multiplying Jupiter's volume by 0.5.\nThen compare the result to the volume of Saturn. The volume of Saturn is 827,130 billion km^3, which is more than 715,640 billion km^3. So, Saturn's volume is more than 50% of Jupiter's volume.", "split": "test"}
{"question": "Which better describes the tide pool ecosystems in Monta\u00f1a De Oro State Park?", "choices": ["It has daily flooding and draining of seawater. It also has water that is rich in nutrients.", "It has no sunlight. It also has daily flooding and draining of seawater."], "answer": 0, "hint": "Figure: Monta\u00f1a De Oro State Park.\nMonta\u00f1a De Oro State Park is in California. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.", "image": "data/scienceqa/images/test/18707/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Monta\u00f1a De Oro State Park have daily flooding and draining of seawater. They also have water that is rich in nutrients.", "split": "test"}
{"question": "Which animal's neck is also adapted for reaching high branches?", "choices": ["black-tailed jackrabbit", "gerenuk"], "answer": 1, "hint": "Giraffes eat leaves and twigs. The 's neck is adapted for reaching branches that are high above the ground.\nFigure: giraffe.", "image": "data/scienceqa/images/test/18722/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the giraffe.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe gerenuk has a long neck. Its neck is adapted for reaching high branches.\nThis black-tailed jackrabbit has a short neck. Its neck is not adapted for reaching high branches. The black-tailed jackrabbit eats mostly grasses and shrubs.", "split": "test"}
{"question": "What can Bella and Darnell trade to each get what they want?", "choices": ["Darnell can trade his broccoli for Bella's oranges.", "Darnell can trade his almonds for Bella's tomatoes.", "Bella can trade her tomatoes for Darnell's carrots.", "Bella can trade her tomatoes for Darnell's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBella and Darnell open their lunch boxes in the school cafeteria. Neither Bella nor Darnell got everything that they wanted. The table below shows which items they each wanted:\n\nLook at the images of their lunches. Then answer the question below.\nBella's lunch Darnell's lunch", "image": "data/scienceqa/images/test/18752/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Look at the table and images.\nBella wants broccoli. Darnell wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Africa", "Antarctica", "Australia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/18779/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is Africa.", "split": "test"}
{"question": "What is the capital of Indiana?", "choices": ["Norfolk", "Columbus", "Topeka", "Indianapolis"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18787/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Indianapolis is the capital of Indiana.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["South America", "Asia", "Africa"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18792/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Africa. It does not intersect Asia or South America.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["colorful", "transparent"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/18795/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nYou can see clearly through a transparent object. The water is transparent.\nA colorful object has one or more bright colors. The water is not colorful.", "split": "test"}
{"question": "Which of the following could Colette and Alexandra's test show?", "choices": ["if a new batch of concrete was firm enough to use", "if the concrete from each batch took the same amount of time to dry"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nColette and Alexandra were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.\nThey poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.\nFigure: preparing a concrete slump test.", "image": "data/scienceqa/images/test/18796/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Tennessee", "North Carolina", "Rhode Island", "Georgia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/18812/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Laramie", "Cheyenne", "Denver", "Salt Lake City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/18814/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Australia", "Asia", "North America", "Europe"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18822/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "Which of the following could Audrey's test show?", "choices": ["whether different types of bacteria would need different nutrients to produce insulin", "whether producing more insulin would help the bacteria grow faster", "whether she added enough nutrients to help the bacteria produce 20% more insulin"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nPeople with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Audrey was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Audrey gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.\nFigure: studying bacteria in a laboratory.", "image": "data/scienceqa/images/test/18841/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Salem", "Helena", "Anchorage", "Juneau"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/18846/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 1, "hint": "Figure: Dominican Republic.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/18873/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nThe Dominican Republic has lush, green forests and beautiful beaches. A biologist studying insects noticed that it was cooler in the forest than at the beach for most of last week.\nThe underlined part of the passage tells you about last week's temperature in the Dominican Republic. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which better describes the Cape Breton Highlands National Park ecosystem?", "choices": ["It has short, cool summers. It also has soil that is rich in nutrients.", "It has many evergreen trees. It also has soil that is poor in nutrients."], "answer": 1, "hint": "Figure: Cape Breton Highlands National Park.\nCape Breton Highlands National Park is a taiga ecosystem in eastern Canada.", "image": "data/scienceqa/images/test/18885/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Cape Breton Highlands National Park has many evergreen trees. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/18889/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which animal's feet are also adapted for swimming?", "choices": ["spectral tarsier", "common guillemot"], "answer": 1, "hint": "Black-bellied whistling ducks live near lakes and streams in North America. They find most of their food in shallow water. The feet of the  are adapted for swimming.\nFigure: black-bellied whistling duck.", "image": "data/scienceqa/images/test/18895/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the black-bellied whistling duck.\nThe black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe common guillemot has webbed feet. Its feet are adapted for swimming.\nThe spectral tarsier has long fingers. Its feet are not adapted for swimming. The spectral tarsier uses its feet for climbing trees.", "split": "test"}
{"question": "Which property do these two objects have in common?", "choices": ["bouncy", "colorful"], "answer": 0, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/18896/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\nDifferent objects can have the same properties. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA colorful object has one or more bright colors. The spring is not colorful.\nA bouncy object will bounce back from the floor if you drop it. Both objects are bouncy.\nThe property that both objects have in common is bouncy.", "split": "test"}
{"question": "Based on the event chain, which was written first?", "choices": ["the Declaration of Independence", "the Constitution"], "answer": 0, "hint": "This event chain shows some main events from the American Revolution.", "image": "data/scienceqa/images/test/18907/image.png", "task": "closed choice", "grade": "grade5", "subject": "language science", "topic": "writing-strategies", "category": "Visual elements", "skill": "Read graphic organizers", "lecture": "A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.", "solution": "An event chain uses arrows to show the order of events. This event chain shows some main events from the American Revolution.\nFollow the arrows to see the order of events. The second box says The Declaration of Independence is written and the fourth box says The Constitution is written. So, the Declaration of Independence was written first.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/18937/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "Which better describes the Death Valley ecosystem?", "choices": ["It has dry, thin soil. It also has many different types of organisms.", "It has a small amount of rain. It also has only a few types of organisms."], "answer": 0, "hint": "Figure: Death Valley.\nDeath Valley is a desert ecosystem in eastern California.", "image": "data/scienceqa/images/test/18973/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A desert is a type of ecosystem. Deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, Death Valley has dry, thin soil. It also has many different types of organisms.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Kitts and Nevis", "Saint Lucia", "Trinidad and Tobago", "Antigua and Barbuda"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/18985/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Kitts and Nevis.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/18994/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.", "solution": "Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of Wyoming?", "choices": ["Salem", "Olympia", "Laramie", "Cheyenne"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19002/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Cheyenne is the capital of Wyoming.", "split": "test"}
{"question": "Is slate a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Slate has the following properties:\nnaturally occurring\nsolid\nnot a pure substance\nnot made by organisms\nno fixed crystal structure", "image": "data/scienceqa/images/test/19022/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Slate does not have all the properties of a mineral. So, slate is not a mineral.", "split": "test"}
{"question": "Select the bird below.", "choices": ["tiger shark", "bald eagle"], "answer": 1, "hint": "Birds have feathers, two wings, and a beak. A painted stork is an example of a bird.", "image": "data/scienceqa/images/test/19023/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A bald eagle is a bird. It has feathers, two wings, and a beak.\nA tiger shark is a fish. It lives underwater. It has fins, not limbs.", "split": "test"}
{"question": "What can Brendan and Isaac trade to each get what they want?", "choices": ["Isaac can trade his broccoli for Brendan's oranges.", "Isaac can trade his almonds for Brendan's tomatoes.", "Brendan can trade his tomatoes for Isaac's broccoli.", "Brendan can trade his tomatoes for Isaac's sandwich."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBrendan and Isaac open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/19036/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Brendan wanted broccoli in his lunch and Isaac was hoping for tomatoes. Look at the labeled part of the images.\nBrendan has tomatoes. Isaac has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nThe smallest planet is made mainly of rock.", "choices": ["false", "true"], "answer": 1, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/19042/image.png", "task": "true-or false", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.", "solution": "The table tells you that the smallest planet is Mercury and that Mercury is made mainly of rock. So, the smallest planet is made mainly of rock.", "split": "test"}
{"question": "Is Nerium oleander made up of many cells?", "choices": ["no", "yes"], "answer": 1, "hint": "This organism is Nerium oleander. It is a member of the plant kingdom.\nNerium oleander is commonly called an oleander plant. Oleander plants are toxic to many animals. Oleander plants contain a poison that can make animals sick. This poison helps protect oleander plants from being eaten by animals.", "image": "data/scienceqa/images/test/19043/image.png", "task": "yes or no", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Nerium oleander is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "What is the capital of Mississippi?", "choices": ["Jackson", "Atlanta", "Portland", "Tallahassee"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19075/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Jackson is the capital of Mississippi.", "split": "test"}
{"question": "Which of the following could Logan's test show?", "choices": ["whether the filter was clogged", "the amount of bacteria in the water before it was filtered", "whether an inexpensive filter would become clogged more often"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nLogan was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Logan had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Logan checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/19080/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which material is this clothes hanger made of?", "choices": ["cardboard", "wood"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19112/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the clothes hanger.\nThe clothes hanger is made of two different materials. The hook is made of metal. The rest of the hanger is made of wood.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Las Vegas", "Carson City", "Phoenix", "Tulsa"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19117/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Identify the question that Preston's experiment can best answer.", "choices": ["Do steel nails take fewer days to rust in water compared to vinegar?", "Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nPreston put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Preston checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.\nFigure: a new steel nail on a pile of rusty nails.", "image": "data/scienceqa/images/test/19118/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of North Carolina?", "choices": ["Milwaukee", "Raleigh", "Boise", "Jackson"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19122/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Raleigh is the capital of North Carolina.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Southern Ocean", "the Pacific Ocean", "the Atlantic Ocean", "the Indian Ocean"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19133/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Pacific Ocean.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/19134/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of these oceans does the prime meridian intersect?", "choices": ["the Atlantic Ocean", "the Indian Ocean", "the Pacific Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19139/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean.", "split": "test"}
{"question": "Is fluorite a mineral or a rock?", "choices": ["rock", "mineral"], "answer": 1, "hint": "Fluorite has the following properties:\nfound in nature\nsolid\npure substance\nnot made by living things\nfixed crystal structure\nglassy luster", "image": "data/scienceqa/images/test/19155/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "Fluorite has all the properties of a mineral. So, fluorite is a mineral.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["New Haven", "Saint Louis", "Bridgeport", "Hartford"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19158/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["translucent", "hard", "soft"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19161/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA translucent object lets light through. But you cannot see clearly through a translucent object. The apple seeds and the canoe are not translucent.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nThe property that all three objects have in common is hard.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Saint Lucia", "Cuba", "Trinidad and Tobago", "Jamaica"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19164/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Cuba.\nDoes Cuba have any territorial disputes?\nCuba claims to own Guantanamo Bay Naval Base, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States controls the area and uses it as a military base and prison. A treaty in 1903 gave the U.S. the right to rent the land from Cuba. But today, Cuba says that it had no choice but to accept the treaty. It wants the United States to leave the area and does not accept the rent money sent by the United States each year.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Antarctica", "South America", "Africa", "Europe"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19187/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Which i in column 2?", "choices": ["the pond", "the fast-food restaurant", "the police department", "the grocery store"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19197/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The fast-food restaurant is in column 2.", "split": "test"}
{"question": "What is the capital of Hawaii?", "choices": ["Santa Fe", "Honolulu", "Hilo", "Phoenix"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19204/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Honolulu is the capital of Hawaii.", "split": "test"}
{"question": "What is the capital of Iowa?", "choices": ["Cedar Rapids", "Des Moines", "Springfield", "Saint Paul"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19206/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Des Moines is the capital of Iowa.", "split": "test"}
{"question": "What is the direction of this pull?", "choices": ["away from the tow truck", "toward the tow truck"], "answer": 1, "hint": "A tow truck moves a car. A force from the truck pulls the car down the road.", "image": "data/scienceqa/images/test/19220/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The tow truck pulls the car. The direction of the pull is toward the tow truck.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Indian Ocean", "the Southern Ocean", "the Arctic Ocean", "the Atlantic Ocean"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19225/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Indian Ocean.", "split": "test"}
{"question": "What is the expected ratio of offspring with white spots to offspring with solid coloring? Choose the most likely ratio.", "choices": ["4:0", "3:1", "1:3", "2:2", "0:4"], "answer": 4, "hint": "In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).\nThis Punnett square shows a cross between two cows.", "image": "data/scienceqa/images/test/19227/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with white spots or solid coloring, consider whether each phenotype is the dominant or recessive allele's version of the coat pattern trait. The question tells you that the a allele, which is for white spots, is recessive to the A allele, which is for solid coloring.\nWhite spots is the recessive allele's version of the coat pattern trait. A cow with the recessive version of the coat pattern trait must have only recessive alleles for the coat pattern gene. So, offspring with white spots must have the genotype aa.\nThere are 0 boxes in the Punnett square with the genotype aa.\nSolid coloring is the dominant allele's version of the coat pattern trait. A cow with the dominant version of the coat pattern trait must have at least one dominant allele for the coat pattern gene. So, offspring with solid coloring must have the genotype AA or Aa.\nAll 4 boxes in the Punnett square have the genotype AA or Aa.\nSo, the expected ratio of offspring with white spots to offspring with solid coloring is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with white spots. Instead, this cross is expected to always produce offspring with solid coloring.", "split": "test"}
{"question": "Is an icicle a solid, a liquid, or a gas?", "choices": ["a solid", "a liquid", "a gas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19232/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "An icicle is a solid. An icicle can melt. But when an icicle is frozen, it has a size and shape of its own.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "sample A", "neither; the samples have the same temperature"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/19237/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bouncy", "blue", "fragile"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19239/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nBlue is a color.\nThis color is blue. The basketball and the pogo stick are not blue.\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nThe property that all three objects have in common is bouncy.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged among green leaves?", "choices": ["blue poison dart frog", "shield mantis"], "answer": 1, "hint": "Leaf-mimic katydids are insects that live in places like tropical forests. This katydid is adapted to be camouflaged among green leaves.\nFigure: leaf-mimic katydid.", "image": "data/scienceqa/images/test/19244/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the leaf-mimic katydid.\nThe leaf-mimic katydid has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe shield mantis has a green leaf-shaped body. It is adapted to be camouflaged among green leaves.\nThe blue poison dart frog has brightly colored skin. It is not adapted to be camouflaged among green leaves.", "split": "test"}
{"question": "Which animal is also adapted for climbing trees?", "choices": ["Grevy's zebra", "bare-eared squirrel monkey"], "answer": 1, "hint": "s live in rain forests on the island of Sumatra in Asia. They climb trees to find food and shelter. The orangutan's hands and feet are adapted for climbing trees.\nFigure: Sumatran orangutan.", "image": "data/scienceqa/images/test/19248/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: feet and limbs", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.", "solution": "Look at the picture of the Sumatran orangutan.\nThe Sumatran orangutan has long fingers and toes. It is adapted for climbing trees. The Sumatran orangutan uses its long fingers and toes to hold on to branches while climbing.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe bare-eared squirrel monkey has long fingers and toes. It is adapted for climbing trees.\nThe Grevy's zebra has four hoofed feet. It is not adapted for climbing trees. The Grevy's zebra uses its feet to walk and run.", "split": "test"}
{"question": "What is the capital of Rhode Island?", "choices": ["Newport", "Providence", "Hartford", "Concord"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19253/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Providence is the capital of Rhode Island.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/19259/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which better describes the Mount Rainier National Park ecosystem?", "choices": ["It has long, cold winters. It also has soil that is poor in nutrients.", "It has short, cool summers. It also has soil that is rich in nutrients."], "answer": 0, "hint": "Figure: Mount Rainier National Park.\nMount Rainier National Park is a taiga ecosystem in Washington State.", "image": "data/scienceqa/images/test/19260/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A taiga is a type of ecosystem. Taigas have the following features: long, cold winters and short, cool summers, many evergreen trees, and soil that is poor in nutrients. So, Mount Rainier National Park has long, cold winters. It also has soil that is poor in nutrients.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Topeka", "Atlanta", "Richmond", "Nashville"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19271/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["New Jersey", "Pennsylvania", "Virginia", "New York"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19287/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "What is the capital of Kansas?", "choices": ["Nashville", "Wichita", "Topeka", "Kansas City"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19292/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Topeka is the capital of Kansas.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["climate", "weather"], "answer": 0, "hint": "Figure: California's Central Valley.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/19296/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nMany crops are grown in California's Central Valley. Thick fog often fills the valley during the cold winter months.\nThe underlined part of the passage tells you about the usual pattern of cloud cover in the Central Valley. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.", "split": "test"}
{"question": "Which of the following could Steve's test show?", "choices": ["the amount of bacteria in the water before it was filtered", "whether an inexpensive filter would become clogged more often", "whether the filter was clogged"], "answer": 2, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nSteve was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Steve had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Steve checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/19303/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Is the following statement about our solar system true or false?\nEarth is the largest planet that is made mainly of rock.", "choices": ["true", "false"], "answer": 0, "hint": "Use the data to answer the question below.", "image": "data/scienceqa/images/test/19305/image.png", "task": "true-or false", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Astronomy", "skill": "Analyze data to compare properties of planets", "lecture": "A planet's volume tells you the size of the planet.\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\nTo compare two numbers written in scientific notation, compare their exponents. The bigger the exponent is, the bigger the number is. For example:\n1.43 x 10^15 is larger than 1.43 x 10^12\nIf their exponents are equal, compare the first numbers. For example:\n1.43 x 10^15 is larger than 1.25 x 10^15\n", "solution": "The table tells you that Mercury, Venus, Earth, and Mars are the planets made mainly of rock. Of these planets, Earth has the volume with the largest exponent. So, Earth is the largest planet that is made mainly of rock.", "split": "test"}
{"question": "Is candle wax a mineral?", "choices": ["no", "yes"], "answer": 0, "hint": "Candle wax has the following properties:\nno fixed crystal structure\nmade in a factory\nmixture of different fats\nsolid", "image": "data/scienceqa/images/test/19334/image.png", "task": "yes or no", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Properties are used to identify different substances. Minerals have the following properties:\nIt is a solid.\nIt is formed in nature.\nIt is not made by organisms.\nIt is a pure substance.\nIt has a fixed crystal structure.\nIf a substance has all five of these properties, then it is a mineral.\nLook closely at the last three properties:\nA mineral is not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\nA mineral is a pure substance.\nA pure substance is made of only one type of matter. All minerals are pure substances.\nA mineral has a fixed crystal structure.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\n", "solution": "Candle wax does not have all the properties of a mineral. So, candle wax is not a mineral.", "split": "test"}
{"question": "Which of the following could Harold's test show?", "choices": ["if the weather station would work when the temperature was 50\u00b0C", "how well the weather station would work when it was windy"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nHarold was a mechanical engineer who was designing  to record temperature, precipitation, and wind speed. The weather station would be used in a town where the highest recorded temperature was 40\u00b0C. Harold wanted to make sure the weather station would work even in unusually warm weather.\nSo, he set an indoor test chamber to 50\u00b0C with low moisture and no wind. He left the weather station in the chamber overnight. The next day, he checked to see if the weather station displayed accurate measurements after 24 hours at 50\u00b0C.\nFigure: a weather station.", "image": "data/scienceqa/images/test/19355/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which type of relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest?", "choices": ["parasitic", "mutualistic", "commensal"], "answer": 0, "hint": "Read the passage. Then answer the question.\n\nAlcon blue butterflies spend the first part of their lives as caterpillars that live with Myrmica ants. When a caterpillar lives with the ants, it mimics, or pretends to be, an ant. The caterpillar can mimic the ants by copying their smell. The caterpillar can also make noises that make it sound like a queen ant. Queen ants receive more food and better protection than any other ants in the nest.\nSo, when the caterpillar mimics an ant, the ants feed and protect the caterpillar instead of other ants in the nest.\nFigure: a Myrmica ant caring for an Alcon blue caterpillar.", "image": "data/scienceqa/images/test/19367/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecological interactions", "skill": "Classify symbiotic relationships", "lecture": "When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)", "solution": "When an Alcon blue caterpillar lives in a Myrmica ant nest, the caterpillar gets food and protection. So, the caterpillar benefits from its relationship with the ants.\nThe ants feed and protect the caterpillar instead of other ants in the nest. So, the ants are harmed by their relationship with the caterpillar.\nSince the caterpillar benefits and the ants are harmed, a parasitic relationship is formed when an Alcon blue caterpillar lives in a Myrmica ant nest.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["Solution B", "Solution A", "neither; their concentrations are the same"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/19375/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles.", "split": "test"}
{"question": "Look at the picture. Which word best describes the sound these birds make?", "choices": ["chirping", "quacking", "popping"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19386/image.png", "task": "closed choice", "grade": "grade2", "subject": "language science", "topic": "writing-strategies", "category": "Descriptive details", "skill": "Choose the sensory details that match the picture", "lecture": "When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.\nSensory Category | Description\nSight | These are words like bright, clean, and purple. A reader can imagine looking at these details.\nSound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.\nTaste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.\nSmell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.\nTouch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.\nMany sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.\n", "solution": "Look at the picture.\nThe word chirping describes the sound these birds make.\nQuacking and popping can also describe sounds. But they do not describe the sounds these birds make.", "split": "test"}
{"question": "Which animal is also adapted to be camouflaged in a sandy desert?", "choices": ["horned viper", "European green lizard"], "answer": 0, "hint": "s live in the deserts of southern Africa. The  is adapted to be camouflaged in a sandy desert.\nFigure: Namaqua chameleon.", "image": "data/scienceqa/images/test/19397/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Namaqua chameleon.\nThe Namaqua chameleon has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert. The word camouflage means to blend in.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe horned viper has sand-colored scales covering its body. It is adapted to be camouflaged in a sandy desert.\nThe European green lizard has a green, brown, and yellow body. It is not adapted to be camouflaged in a sandy desert.", "split": "test"}
{"question": "What is the capital of Virginia?", "choices": ["Richmond", "Baton Rouge", "Kansas City", "Salt Lake City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19401/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Richmond is the capital of Virginia.", "split": "test"}
{"question": "Which of the following was an independent variable in this experiment?", "choices": ["the number of earthworms", "the number of leaves"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nDuncan grew ten  on his back porch. He grew each plant in its own pot, and each pot was the same size and shape. Duncan noticed that his plants did not grow many leaves, and he wanted to see if earthworms could help them grow more. To test this idea, Duncan divided his ten plants into two equal groups. For one group, he added three earthworms to the soil in each pot. He did not add any earthworms to pots in the other group.\nTwo months later, Duncan counted the number of leaves on each of the ten plants. He compared the number of leaves on the plants in each group.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: mint plants.", "image": "data/scienceqa/images/test/19405/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/19408/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Select the fish below.", "choices": ["water buffalo", "seahorse", "western toad", "tokay gecko"], "answer": 1, "hint": "Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA Banggai cardinalfish is an example of a fish.", "image": "data/scienceqa/images/test/19430/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A tokay gecko is a reptile. It has scaly, waterproof skin.\nMany geckos have special pads on their toes. The pads help them climb up plants and rocks.\nA water buffalo is a mammal. It has hair and feeds its young milk.\nWater buffaloes live in Asia. Some people raise water buffaloes for their milk.\nA western toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA seahorse is a fish. It lives underwater. It has fins, not limbs.\nSeahorses live in shallow, warm water. They can use their tails to hold on to plants.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["neither; their concentrations are the same", "Solution B", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/19470/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same.", "split": "test"}
{"question": "What is the capital of Massachusetts?", "choices": ["Plymouth", "Cambridge", "Montpelier", "Boston"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19476/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Boston is the capital of Massachusetts.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/19477/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 1.", "The magnetic force is stronger in Pair 2."], "answer": 0, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/19479/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "The United States has a federal system. Based on these definitions, which of these statements would most likely be made by a person who lives under a federal system?", "choices": ["I only pay attention to state politics since the national government has almost no power.", "My national government officials decide most issues that come up.", "Both my state and national government officials have power over important issues."], "answer": 2, "hint": "Think about the name of the United States of America. As the name shows, the country has both a united national government and a collection of state governments. In the following questions, you will learn about the relationship between the national government and state governments. You will also learn about how state and local governments work.\nMany countries have both a national government and state governments. However, these countries divide power differently between the national and state governments. The table below describes three different systems for dividing power. Look at the table. Then answer the question below.", "image": "data/scienceqa/images/test/19493/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "civics", "category": "Government", "skill": "State and local government", "lecture": "", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "Massachusetts", "Rhode Island", "Maryland"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19494/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Rhode Island.", "split": "test"}
{"question": "Identify the question that Leon's experiment can best answer.", "choices": ["Do more bacteria grow in liquid with cinnamon than in liquid without cinnamon?", "Does temperature affect how much bacteria can grow in liquid?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLeon mixed bacteria into a nutrient-rich liquid where the bacteria could grow. He poured four ounces of the mixture into each of ten glass flasks. In five of the ten flasks, he also added one teaspoon of cinnamon. He allowed the bacteria in the flasks to grow overnight in a 37\u00b0C room. Then, Leon used a microscope to count the number of bacteria in a small sample from each flask. He compared the amount of bacteria in the liquid with cinnamon to the amount of bacteria in the liquid without cinnamon.\nFigure: flasks of liquid for growing bacteria.", "image": "data/scienceqa/images/test/19520/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which animal's neck is also adapted for hunting prey while keeping the rest of its body still?", "choices": ["frigatebird", "great blue heron"], "answer": 1, "hint": "Great egrets live near wetlands and lakes. They eat mostly fish.\nThe 's neck helps it grab fish while keeping the rest of its body still. If the egret had to move its body, it might scare the fish away.\nFigure: great egret.", "image": "data/scienceqa/images/test/19525/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's neck is one example of an adaptation. Animals' necks can be adapted in different ways. For example, a large frilled neck might help an animal appear dangerous to its predators. A long neck might help an animal get food from tall trees.", "solution": "Look at the picture of the great egret.\nThe great egret has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still. This allows the great egret to grab the prey without scaring it away.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe great blue heron has a long neck. Its neck is adapted for hunting prey while keeping the rest of its body still.\nThe frigatebird has a short neck. Its neck is not adapted for hunting prey while keeping the rest of its body still.", "split": "test"}
{"question": "Which statement best describes the average monthly precipitation in Atlanta?", "choices": ["February is wetter than March.", "Atlanta has a rainy season and a dry season.", "Precipitation does not change much from month to month in Atlanta."], "answer": 2, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/19531/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Atlanta, look at the graph.\nChoice \"Feb\" is incorrect.\nChoice \"Mar\" is incorrect.\nChoice \"Atlanta has a rainy season and a dry season.\" is incorrect.\nThe average monthly precipitation does not change much throughout the year. Every month has rain, and there is no dry season.\nChoice \"February is wetter than March.\" is incorrect.\nWetter months have a higher average precipitation than drier months. February has a slightly lower average monthly precipitation than March. So, February is not wetter than March.\nChoice \"Precipitation does not change much from month to month in Atlanta.\" is incorrect.\nThe average monthly precipitation changes only slightly throughout the year.", "split": "test"}
{"question": "Identify the question that Austen's experiment can best answer.", "choices": ["Do bananas develop more brown spots if they are kept in bags with holes compared to bags without holes?", "Do bananas develop more brown spots when they are kept at room temperature compared to in a cold refrigerator?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAusten divided 40  evenly among eight paper bags and sealed the bags. He poked 20 small holes in four of the bags and left the other four without holes. He kept the bags at room temperature for three days. Then, Austen opened the bags and counted the number of brown spots on each banana. He compared the average number of brown spots on bananas from bags with holes to the average number of brown spots on bananas from bags without holes.\nFigure: unripe bananas.", "image": "data/scienceqa/images/test/19533/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which i in column 4?", "choices": ["the theater", "the fire department", "the pond", "the shopping mall"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19535/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Use a letter-number grid", "lecture": "A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\nA row is a line of squares that goes from side to side. Rows are marked with letters.\nA column is a line of squares that goes up and down. Columns are marked with numbers.", "solution": "The shopping mall is in column 4.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Kiribati", "the Federated States of Micronesia", "Samoa", "Palau"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19545/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is Palau.", "split": "test"}
{"question": "What is the capital of Ohio?", "choices": ["Charleston", "Columbus", "Lincoln", "Fargo"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19546/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Columbus is the capital of Ohio.", "split": "test"}
{"question": "Select the amphibian below.", "choices": ["white stork", "red-eyed tree frog"], "answer": 1, "hint": "Amphibians have moist skin and begin their lives in water. An American bullfrog is an example of an amphibian.", "image": "data/scienceqa/images/test/19548/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA white stork is a bird. It has feathers, two wings, and a beak.", "split": "test"}
{"question": "Which of the following could Jaylen's test show?", "choices": ["whether the filter was clogged", "whether an inexpensive filter would become clogged more often", "the amount of bacteria in the water before it was filtered"], "answer": 0, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nJaylen was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Jaylen had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Jaylen checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/19549/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["transparent", "soft", "bumpy"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19558/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA soft object changes shape when pressed or squeezed. None of the objects are soft.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 2.", "The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/19602/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["fragile", "transparent", "sweet"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19625/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. All four objects are fragile.\nYou can see clearly through a transparent object. The fish bowl and the glass flask are transparent, but the ceramic tea cup is not.\nSugar has a sweet taste. The ceramic tea cup and the icicle are not sweet.\nThe property that all four objects have in common is fragile.", "split": "test"}
{"question": "How do jumping spiders catch their food?", "choices": ["They catch bugs in a web.", "They jump onto bugs.", "They run fast to get bugs."], "answer": 1, "hint": "Read the first part of the passage about jumping spiders.\nJumping spiders are fast. They can also jump far.\nMost spiders make webs to catch bugs. Then, they eat the bugs. But jumping spiders catch their food in another way. They jump onto flies and other bugs.", "image": "data/scienceqa/images/test/19658/image.png", "task": "closed choice", "grade": "grade1", "subject": "language science", "topic": "reading-comprehension", "category": "Read-alone texts", "skill": "Read passages about animals", "lecture": "", "solution": "The passage says that jumping spiders catch their food in a different way. They jump onto flies and other bugs.", "split": "test"}
{"question": "Which of the following could Manny's test show?", "choices": ["if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour", "how steady a parachute with a 1 m vent was at 200 km per hour", "whether a parachute with a 1 m vent would swing too much at 400 km per hour"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nManny was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Manny put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.", "image": "data/scienceqa/images/test/19659/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Illinois", "Ohio", "Arkansas", "South Carolina"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19665/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Arkansas is farthest west.", "split": "test"}
{"question": "Which statement describes the Buffalo Gap National Grassland ecosystem?", "choices": ["It has heavy rain.", "It has a medium amount of rain.", "It has cold winters and cool summers."], "answer": 1, "hint": "Figure: Buffalo Gap National Grassland.\nBuffalo Gap National Grassland is a prairie grassland ecosystem in southwestern South Dakota. It is home to the endangered black-footed ferret. This is the only kind of ferret that is native to North America.", "image": "data/scienceqa/images/test/19676/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A prairie grassland is a type of ecosystem. Prairie grasslands have the following features: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. So, the following statement describes the Buffalo Gap National Grassland ecosystem: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has a medium amount of rain. The following statements do not describe Buffalo Gap National Grassland: hot summers and cool winters, a medium amount of rain, and soil that is rich in nutrients. It has cold winters and cool summers. It has heavy rain.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["acetaldehyde", "chloroform", "oxygen"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19681/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "Complete the statement.\nCarbon tetrachloride is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents a molecule of carbon tetrachloride. Carbon tetrachloride was once used in fire extinguishers. It is no longer used because it is poisonous.", "image": "data/scienceqa/images/test/19691/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether carbon tetrachloride is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that a molecule of carbon tetrachloride is composed of one carbon atom and four chlorine atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that carbon tetrachloride is composed of two chemical elements: carbon and chlorine. Since carbon tetrachloride is composed of multiple chemical elements bonded together, carbon tetrachloride is a compound.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["fragile", "bouncy", "hard"], "answer": 2, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19726/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. All three objects are hard.\nA fragile object will break into pieces if you drop it. The diamond is not fragile.\nA bouncy object will bounce back from the floor if you drop it. The fossil is not bouncy.\nThe property that all three objects have in common is hard.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Africa", "Asia", "South America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19731/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Is quartz a mineral or a rock?", "choices": ["mineral", "rock"], "answer": 0, "hint": "Quartz has the following properties:\nsolid\nnot made by living things\nnaturally occurring\nwhite streak\nfixed crystal structure\nmade of a pure substance called silica", "image": "data/scienceqa/images/test/19736/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Identify rocks and minerals", "lecture": "Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\nMinerals and rocks have the following properties:\nProperty | Mineral | Rock\nIt is a solid. | Yes | Yes\nIt is formed in nature. | Yes | Yes\nIt is not made by organisms. | Yes | Yes\nIt is a pure substance. | Yes | No\nIt has a fixed crystal structure. | Yes | No\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\nLook closely at the last three properties:\nMinerals and rocks are not made by organisms.\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be  minerals or rocks.\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\nA mineral is a pure substance, but a rock is not.\nA pure substance is made of only one type of matter.  Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\nA mineral has a fixed crystal structure, but a rock does not.\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!", "solution": "Quartz has all the properties of a mineral. So, quartz is a mineral.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.", "image": "data/scienceqa/images/test/19756/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "Will these magnets attract or repel? To find out, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which of these continents does the prime meridian intersect?", "choices": ["Antarctica", "North America", "South America"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19759/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Use lines of latitude and longitude", "lecture": "Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0\u00b0 latitude. We start counting degrees from there.\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0\u00b0 longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180\u00b0E and 180\u00b0W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.", "solution": "The prime meridian is the line at 0\u00b0 longitude. It intersects Antarctica. It does not intersect South America or North America.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/19782/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "Florida", "South Carolina", "Maryland"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19791/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "Which of the following could Akira's test show?", "choices": ["how much the new turbine would weigh", "whether the new turbine could produce 10% more electricity", "if the new turbine could turn easily"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nWind turbines use wind power to produce electricity. Akira was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Akira created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.", "image": "data/scienceqa/images/test/19793/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which animal's mouth is also adapted to eat plant matter?", "choices": ["zebra", "silky anteater"], "answer": 0, "hint": "Cows are herbivores, or plant eaters. They eat grass and leaves. The 's mouth is adapted to grind up and eat plant matter.\nFigure: cow.", "image": "data/scienceqa/images/test/19807/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the cow.\nThe cow has long jaws and flat teeth. Its mouth is adapted to eat plant matter. The long jaws can help the cow reach leaves and grass. The flat teeth can help it cut and grind up the food into soft pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe zebra has long jaws and flat teeth. Its mouth is adapted to eat plant matter.\nThe silky anteater has a long tube-shaped mouth and no teeth. Its mouth is not adapted to eat plant matter. The silky anteater uses its mouth to get insects out of holes and burrows.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/19850/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["each vial . . . the surroundings", "the surroundings . . . each vial"], "answer": 1, "hint": "Scientists in a laboratory were working with insulin, a protein often used to treat diabetes. They left two identical vials of insulin in different places. This table shows how the temperature of each vial changed over 15minutes.", "image": "data/scienceqa/images/test/19860/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each vial increased, which means that the thermal energy of each vial increased. So, thermal energy was transferred from the surroundings to each vial.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["marine file snake", "Acrochordus granulatus"], "answer": 0, "hint": "This organism is a marine file snake. It is also called Acrochordus granulatus.", "image": "data/scienceqa/images/test/19877/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Acrochordus granulatus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nAcrochordus granulatus is the organism's scientific name. So, you know that marine file snake is the common name.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["repel", "attract"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/19879/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 1, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/19882/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.", "split": "test"}
{"question": "Which of the following best describes a community in the Southern Ocean?", "choices": ["the algae, the sea ice, and the seawater", "the Antarctic krill, the emperor penguins, and the leopard seals", "a pod of humpback whales"], "answer": 1, "hint": "Read the passage. Then answer the question below.\n\nAntarctic krill is a species of swimming crustacean, similar to shrimp, that is about 5 centimeters long. Krill eat the algae that grow on the underside of sea ice in the Southern Ocean around Antarctica.\nPods of humpback whales swim to the Southern Ocean every summer. Humpback whales and other animals, such as emperor penguins and leopard seals, eat Antarctic krill. In fact, Antarctic krill are eaten by almost every animal in Antarctica!\nFigure: humpback whales in the Southern Ocean.", "image": "data/scienceqa/images/test/19883/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe populations, communities, and ecosystems", "lecture": "In an environment, organisms interact with each other and with their nonliving surroundings. To help describe these interactions, ecologists use specific terms for different types of groups.\nA single organism is an individual. Individuals of the same species that live in the same place are part of a population.\nMultiple populations of different species that live in the same place are part of a community.\nTogether, communities of living organisms and the nonliving parts of their environment make up an ecosystem.", "solution": "", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["transparent", "smooth", "flexible"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/19899/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA flexible object can be folded or bent without breaking easily. The pool toy is flexible, but the ice hockey rink is not.\nA smooth object is not scratchy or rough. All four objects are smooth.\nYou can see clearly through a transparent object. The bucket and the slide are not transparent.\nThe property that all four objects have in common is smooth.", "split": "test"}
{"question": "Which trait did Meiolania have? Select the trait you can observe on the fossil.", "choices": ["long, thin antennae", "toes"], "answer": 1, "hint": "This picture shows a fossil of an ancient animal called Meiolania. An adult Meiolania was about eight feet long.", "image": "data/scienceqa/images/test/19904/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare fossils to modern organisms", "lecture": "The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.\nFossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.\nHere are three examples of fossils and the traits that you can observe from them:\nThis is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.\nThis is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.\nThis is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.\nAn organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.", "solution": "", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Spokane", "Olympia", "Springfield", "Seattle"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19908/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "What can Barry and Mona trade to each get what they want?", "choices": ["Mona can trade her almonds for Barry's tomatoes.", "Mona can trade her broccoli for Barry's oranges.", "Barry can trade his tomatoes for Mona's sandwich.", "Barry can trade his tomatoes for Mona's broccoli."], "answer": 3, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nBarry and Mona open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/19912/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Barry wanted broccoli in his lunch and Mona was hoping for tomatoes. Look at the labeled part of the images.\nBarry has tomatoes. Mona has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "What is the capital of Maine?", "choices": ["Portland", "Hartford", "Augusta", "Athens"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/19922/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Augusta is the capital of Maine.", "split": "test"}
{"question": "Which of the following could Darnell's test show?", "choices": ["whether an inexpensive filter would become clogged more often", "whether the filter was clogged", "the amount of bacteria in the water before it was filtered"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nDarnell was . At the plant, an expensive filter was used to remove disease-causing bacteria from the water. But over time, the filter would become clogged with bacteria. If the filter became clogged, the water would not move through quickly enough. Darnell had to decide when the filter was too clogged and needed to be replaced. So, during his inspection, Darnell checked the filter by measuring how quickly water moved through it.\nFigure: an engineer at a water treatment plant.", "image": "data/scienceqa/images/test/19928/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "Australia", "Antarctica", "South America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/19934/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Australia.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Kiribati", "Nauru", "the Federated States of Micronesia", "the Marshall Islands"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/19955/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Oceania: geography", "skill": "Identify and select countries of Oceania", "lecture": "", "solution": "This country is the Marshall Islands.\nDoes the Marshall Islands have any territorial disputes?\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Helena", "Carson City", "Nampa", "Boise"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/19981/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "In this food chain, the brown trout is a secondary consumer. Why?", "choices": ["It eats a secondary consumer.", "It eats a primary consumer.", "It eats a producer."], "answer": 1, "hint": "This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.", "image": "data/scienceqa/images/test/19984/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!", "solution": "In this food chain, the brown trout is a secondary consumer because it eats a primary consumer. The primary consumer in this food chain is the midge larva.", "split": "test"}
{"question": "What is the capital of Utah?", "choices": ["Denver", "Provo", "Salt Lake City", "Orlando"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20003/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Salt Lake City is the capital of Utah.", "split": "test"}
{"question": "Which animal's skin is also adapted for survival in cold places?", "choices": ["naked mole rat", "snowy owl"], "answer": 1, "hint": "Caribou live in Canada and the northern United States. The 's skin is adapted to help the animal survive in cold places.\nFigure: caribou.", "image": "data/scienceqa/images/test/20020/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the caribou.\nDuring the winter, the caribou has thick fur covering its skin. Its skin is adapted for survival in cold places. The caribou uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe snowy owl has a thick coat of feathers covering its skin. Its skin is adapted for survival in cold places.\nThe naked mole rat has thin skin covering its body. Its skin is not adapted for survival in cold places.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Bismarck", "Juneau", "Nampa", "Santa Fe"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20024/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Which is this organism's common name?", "choices": ["great white shark", "Carcharodon carcharias"], "answer": 0, "hint": "This organism is Carcharodon carcharias. It is also called a great white shark.", "image": "data/scienceqa/images/test/20040/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Carcharodon carcharias is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\nCarcharodon carcharias is the organism's scientific name. So, you know that great white shark is the common name.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Reno", "Carson City", "Olympia", "Austin"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20051/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Which of the following fossils is younger? Select the more likely answer.", "choices": ["feather", "ginkgo leaf"], "answer": 0, "hint": "This diagram shows fossils in an undisturbed sedimentary rock sequence.", "image": "data/scienceqa/images/test/20062/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "earth-science", "category": "Fossils", "skill": "Compare ages of fossils in a rock sequence", "lecture": "A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.\nFossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.\nThe relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.", "solution": "Look again at the fossils in the rock sequence diagram.\nCompare the positions of these fossils to determine which one is younger:\nThe feather fossil is in a shallower layer in the rock sequence than the ginkgo leaf fossil. So, the feather fossil is most likely younger than the ginkgo leaf fossil.", "split": "test"}
{"question": "Which solution has a higher concentration of green particles?", "choices": ["neither; their concentrations are the same", "Solution A", "Solution B"], "answer": 1, "hint": "The diagram below is a model of two solutions. Each green ball represents one particle of solute.", "image": "data/scienceqa/images/test/20075/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of green particles per milliliter.\nSolution A has more green particles per milliliter. So, Solution A has a higher concentration of green particles.", "split": "test"}
{"question": "Which material is this spatula made of?", "choices": ["cotton", "wood"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20115/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the spatula.\nThe spatula is made of two different materials. The handle is made of wood, and the head is made of rubber.", "split": "test"}
{"question": "Which animal's skin is also adapted for survival in cold places?", "choices": ["Amazon milk frog", "Eurasian lynx"], "answer": 1, "hint": "Arctic wolves live in the Canadian Arctic and Greenland. The 's skin is adapted to help the animal survive in cold places.\nFigure: Arctic wolf.", "image": "data/scienceqa/images/test/20120/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: skins and body coverings", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.", "solution": "Look at the picture of the Arctic wolf.\nThe Arctic wolf has thick fur covering its skin. Its skin is adapted for survival in cold places. The Arctic wolf uses its fur to keep warm in cold weather.\nNow look at each animal. Figure out which animal has a similar adaptation.\nDuring the winter, the Eurasian lynx has thick fur covering its skin. Its skin is adapted for survival in cold places.\nThe Amazon milk frog has thin, moist skin. Its skin is not adapted for survival in cold places.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is stronger in Pair 1.", "The strength of the magnetic force is the same in both pairs.", "The magnetic force is stronger in Pair 2."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/20132/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.", "solution": "Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.\nThe magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.", "split": "test"}
{"question": "What is the expected ratio of offspring with a gray body to offspring with a golden body? Choose the most likely ratio.", "choices": ["1:3", "2:2", "3:1", "0:4", "4:0"], "answer": 2, "hint": "In a group of guppies, some individuals have a gray body and others have a golden body. In this group, the gene for the body color trait has two alleles. The allele for a golden body (b) is recessive to the allele for a gray body (B).\nThis Punnett square shows a cross between two guppies.", "image": "data/scienceqa/images/test/20145/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with a gray body or a golden body, consider whether each phenotype is the dominant or recessive allele's version of the body color trait. The question tells you that the b allele, which is for a golden body, is recessive to the B allele, which is for a gray body.\nA gray body is the dominant allele's version of the body color trait. A guppy with the dominant version of the body color trait must have at least one dominant allele for the body color gene. So, offspring with a gray body must have the genotype BB or Bb.\nThere are 3 boxes in the Punnett square with the genotype BB or Bb. These boxes are highlighted below.\nA golden body is the recessive allele's version of the body color trait. A guppy with the recessive version of the body color trait must have only recessive alleles for the body color gene. So, offspring with a golden body must have the genotype bb.\nThere is 1 box in the Punnett square with the genotype bb. This box is highlighted below.\nSo, the expected ratio of offspring with a gray body to offspring with a golden body is 3:1. This means that, on average, this cross will produce 3 offspring with a gray body for every 1 offspring with a golden body.", "split": "test"}
{"question": "Which fish's mouth is also adapted for tearing through meat?", "choices": ["seahorse", "starry moray"], "answer": 1, "hint": "Barracudas often hunt large fish for food. The 's mouth is adapted to tear through meat.\nFigure: barracuda.", "image": "data/scienceqa/images/test/20173/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.", "solution": "Look at the picture of the barracuda.\nThe barracuda has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The baracuda uses its teeth to cut up meat into pieces it can swallow.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.\nThe seahorse a long, narrow mouth. Its mouth is not adapted for tearing through meat.", "split": "test"}
{"question": "Which statement describes the Catoctin Mountain Park ecosystem?", "choices": ["It has many different types of trees.", "It has soil that is rich in nutrients."], "answer": 1, "hint": "Figure: Catoctin Mountain Park.\nCatoctin Mountain Park is a temperate deciduous forest ecosystem in Maryland. Most of this forest was cut down for its wood in the early 1900s. But since the 1940s, conservation efforts have allowed the forest to return to much of this park.", "image": "data/scienceqa/images/test/20174/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statements describe the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has warm, wet summers and cold, wet winters. It has soil that is rich in nutrients. The following statement does not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has many different types of trees.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Utah", "Minnesota", "Kentucky", "Mississippi"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20176/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Minnesota is farthest north.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["fragile", "stretchy", "sour"], "answer": 1, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/20187/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA fragile object will break into pieces if you drop it. The rubber band is not fragile.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nA lemon has a sour taste. The melted marshmallow is not sour.\nThe property that all four objects have in common is stretchy.", "split": "test"}
{"question": "Is Nerium oleander made up of one cell?", "choices": ["no", "yes"], "answer": 0, "hint": "This organism is Nerium oleander. It is a member of the plant kingdom.\nNerium oleander is commonly called an oleander plant. Oleander plants are toxic to many animals. Oleander plants contain a poison that can make animals sick. This poison helps protect oleander plants from being eaten by animals.", "image": "data/scienceqa/images/test/20189/image.png", "task": "yes or no", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Describe, classify, and compare kingdoms", "lecture": "In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\nHow many cells do they have? | one | one | one or many | one or many | many | many\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\nCan their cells make food? | some species can | some species can | some species can | no | no | yes", "solution": "Nerium oleander is a plant. Plants are made up of many cells.", "split": "test"}
{"question": "Which statement describes the Kaeng Krachan National Park ecosystem?", "choices": ["It has many different types of organisms.", "It has mostly small plants.", "It has soil that is rich in nutrients."], "answer": 0, "hint": "Figure: Kaeng Krachan National Park.\nKaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand. It is Thailand's largest national park and has many animals, including elephants.", "image": "data/scienceqa/images/test/20203/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil\nthe organisms that live there", "solution": "A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has mostly small plants.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Reno", "Las Vegas", "Carson City", "Bismarck"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20208/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["New Mexico", "Ohio", "New Hampshire", "Delaware"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20219/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Juneau", "Boston", "Fairbanks", "Honolulu"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20221/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "What is the capital of Louisiana?", "choices": ["Baton Rouge", "Anchorage", "Charleston", "Juneau"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20241/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Baton Rouge is the capital of Louisiana.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample A", "sample B", "neither; the samples have the same temperature"], "answer": 1, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/20245/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "Which of these states is farthest north?", "choices": ["Arizona", "Mississippi", "Oklahoma", "Wyoming"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20256/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "Maps", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Wyoming is farthest north.", "split": "test"}
{"question": "Which of these organisms contains matter that was once part of the bilberry?", "choices": ["collared lemming", "earthworm", "lichen", "bear sedge"], "answer": 1, "hint": "Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.\nA food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.", "image": "data/scienceqa/images/test/20262/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Interpret food webs II", "lecture": "A food web is a model.\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\nArrows show how matter moves.\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.", "solution": "Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the bilberry.\nNo arrow points to the lichen. So, in this food web, matter does not move from the bilberry to the lichen.\nNo arrow points to the bear sedge. So, in this food web, matter does not move from the bilberry to the bear sedge.\nThere are two arrows pointing to the collared lemming. One arrow starts from the bear sedge, and the other arrow starts from the lichen. Neither the bear sedge nor the lichen has an arrow pointing to it. So, in this food web, matter does not move from the bilberry to the collared lemming.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Boise", "Pierre", "Carson City", "Portland"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20280/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "What is the probability that a cockatiel produced by this cross will have bright orange cheeks?", "choices": ["2/4", "1/4", "4/4", "0/4", "3/4"], "answer": 0, "hint": "In a group of cockatiels, some individuals have bright orange cheeks and others have pale orange cheeks. In this group, the gene for the cheek color trait has two alleles. The allele for bright orange cheeks (R) is dominant over the allele for pale orange cheeks (r).\nThis Punnett square shows a cross between two cockatiels.", "image": "data/scienceqa/images/test/20283/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "New Jersey", "Kentucky", "Massachusetts"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20334/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Massachusetts.\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony.", "split": "test"}
{"question": "What is the capital of Connecticut?", "choices": ["Hartford", "Burlington", "Boston", "Harrisburg"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20337/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Hartford is the capital of Connecticut.", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["endoskeleton", "exoskeleton"], "answer": 1, "hint": "Read the text.\nAll animals that live on land have some sort of skeletal system. Some animals have what is called an endoskeleton. They have a system of connected bones inside their bodies. This skeleton grows as the animal grows. This helps to support a larger body. Other animals have what is called an exoskeleton. An exoskeleton is a hard covering on the outside of an animal's body. Exoskeletons do not change size, so they must be shed and replaced as an animal grows.", "image": "data/scienceqa/images/test/20347/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "vocabulary", "category": "Context clues", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "An exoskeleton is a skeleton that is outside of an animal's body. Insects, like dragonflies, have exoskeletons. When they grow, they molt and shed their exoskeletons.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is greater in Pair 1."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/20349/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnetic force is weaker in Pair 2.", "The magnetic force is weaker in Pair 1.", "The strength of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/20368/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\nSo, the strength of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The strength of the magnetic force is the same in both pairs.", "The magnetic force is weaker in Pair 1.", "The magnetic force is weaker in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/20381/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare strengths of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.", "solution": "Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Virginia", "Rhode Island", "Mississippi", "Minnesota"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20383/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Minnesota is farthest west.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["red howler", "box turtle", "flamingo", "cassowary"], "answer": 0, "hint": "Mammals have hair or fur and feed their young milk.\nMammals are warm-blooded. Warm-blooded animals can control their body temperature.\nA gray wolf is an example of a mammal.", "image": "data/scienceqa/images/test/20407/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.", "solution": "A box turtle is a reptile. It has scaly, waterproof skin.\nBox turtles can live to be over 100 years old!\nA red howler is a mammal. It has hair and feeds its young milk.\nHowler monkeys have loud calls, or howls. Their calls can be heard over three miles away!\nA flamingo is a bird. It has feathers, two wings, and a beak.\nFlamingos live in large groups. These groups are called flocks.\nA cassowary is a bird. It has feathers, two wings, and a beak.\nCassowaries have wings, but they cannot fly! They can run very fast.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Olympia", "Seattle", "Spokane", "Topeka"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20413/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Look at the models of molecules below. Select the elementary substance.", "choices": ["fluoromethanol", "dichloromethane", "chlorine"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20430/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Identify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "", "split": "test"}
{"question": "What is the capital of Wisconsin?", "choices": ["Madison", "Green Bay", "Milwaukee", "Jefferson City"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20438/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Midwest", "lecture": "", "solution": "Madison is the capital of Wisconsin.", "split": "test"}
{"question": "Which letter marks ancient Egypt?", "choices": ["B", "C", "D", "A"], "answer": 3, "hint": "Ancient Egypt was one of the first civilizations. Civilizations are complex societies with organized communities and governments. Many of the first civilizations started around big rivers. Look at the map of early river civilizations. Then answer the question below.", "image": "data/scienceqa/images/test/20470/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "world-history", "category": "Ancient Egypt and Kush", "skill": "Ancient Egypt: the Old Kingdom", "lecture": "", "solution": "Look at the map. It labels ancient Egypt and other ancient civilizations.\nAncient Egyptian civilization started along the Nile River. Other ancient civilizations also started near rivers. For example, ancient Mesopotamian civilizations started along the Tigris and Euphrates Rivers, ancient Indus Valley civilizations started along the Indus River, and ancient Chinese civilization began between the Yellow and Yangtze Rivers.", "split": "test"}
{"question": "What is the capital of Florida?", "choices": ["Richmond", "Minneapolis", "Tallahassee", "Orlando"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20471/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Tallahassee is the capital of Florida.", "split": "test"}
{"question": "During this time, thermal energy was transferred from () to ().", "choices": ["the surroundings . . . each refrigerator", "each refrigerator . . . the surroundings"], "answer": 0, "hint": "Two identical refrigerators in a restaurant kitchen lost power. The door of one fridge was slightly open, and the door of the other fridge was closed. This table shows how the temperature of each refrigerator changed over 10minutes.", "image": "data/scienceqa/images/test/20475/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Thermal energy", "skill": "Compare thermal energy transfers", "lecture": "A change in an object's temperature indicates a change in the object's thermal energy:\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.", "solution": "The temperature of each refrigerator increased, which means that the thermal energy of each refrigerator increased. So, thermal energy was transferred from the surroundings to each refrigerator.", "split": "test"}
{"question": "Which is this organism's scientific name?", "choices": ["diving beetle", "Cybister sugillatus"], "answer": 1, "hint": "This organism is a diving beetle. It is also called Cybister sugillatus.", "image": "data/scienceqa/images/test/20495/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "biology", "category": "Classification and scientific names", "skill": "Identify common and scientific names", "lecture": "An organism's common name is the name that people normally call the organism. Common names often contain words you know.\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.", "solution": "Cybister sugillatus is written in italics. The first word is capitalized, and the second word is not.\nSo, Cybister sugillatus is the scientific name.", "split": "test"}
{"question": "Which of the following statements is true?", "choices": ["Each bryum moss cell is over 0.37 millimeters long.", "The organism shown in the micrograph is made up of cells, but the organism in the photograph is not.", "Bryum moss plants are made up of tiny units called cells."], "answer": 2, "hint": "Look at the images and read the text. Then, answer the question.\n\nFigure 1: a photograph of bryum moss.\nThis image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.\n\nFigure 2: a micrograph of bryum moss.\nThis image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!\nThe micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells.", "image": "data/scienceqa/images/test/20506/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Cells", "skill": "Understanding cells", "lecture": "", "solution": "", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Illinois", "New Jersey", "Tennessee", "Maryland"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20507/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is New Jersey.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 1."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/20518/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.", "solution": "Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is smaller in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of Alabama?", "choices": ["Jefferson City", "Wichita", "Oklahoma City", "Montgomery"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20527/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Montgomery is the capital of Alabama.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["stretchy", "hard", "fragile"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/20542/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\nA stretchy object gets longer when you pull on it. All three objects are stretchy.\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\nThe property that all three objects have in common is stretchy.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["rough", "soft"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/20552/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA soft object changes shape when pressed or squeezed. The apron is soft.\nA rough object feels scratchy when you touch it. The apron is not rough.", "split": "test"}
{"question": "What is the probability that a rose plant produced by this cross will have dark yellow flowers?", "choices": ["3/4", "4/4", "0/4", "1/4", "2/4"], "answer": 2, "hint": "In a group of rose plants, some individuals have light yellow flowers and others have dark yellow flowers. In this group, the gene for the flower color trait has two alleles. The allele for light yellow flowers (F) is dominant over the allele for dark yellow flowers (f).\nThis Punnett square shows a cross between two rose plants.", "image": "data/scienceqa/images/test/20554/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate probabilities of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.", "solution": "", "split": "test"}
{"question": "Is an empty cup a solid or a liquid?", "choices": ["a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20565/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "An empty cup is a solid. A solid has a size and shape of its own.\nWhen you fill a cup with water, the cup still has its own shape.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["sample B", "neither; the samples have the same temperature", "sample A"], "answer": 0, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/20567/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Tallahassee", "Carson City", "Phoenix", "Juneau"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20568/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Rhode Island", "South Carolina", "Pennsylvania", "Tennessee"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20584/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "us-history", "category": "English colonies in North America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Pennsylvania.", "split": "test"}
{"question": "Identify the question that Ashley's experiment can best answer.", "choices": ["Do circuits that include iron produce dimmer light than circuits that include copper?", "Can light bulbs stay lit longer when circuits include copper or when circuits include iron?"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nAshley built an electric circuit: she used wires to connect a battery to a light bulb, the light bulb to a small piece of copper, and the copper back to the battery. When the circuit was complete, the light turned on. Ashley observed the brightness of the light for five seconds. She then replaced the copper with a piece of iron of equal size and noted whether the light became brighter or dimmer. Ashley built three more of the same type of circuit. She repeated the tests with each circuit. Ashley recorded whether the circuits produced brighter light when the circuit included copper or when the circuit included iron.\nFigure: a circuit with a battery, a light bulb, and a piece of copper.", "image": "data/scienceqa/images/test/20592/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Is chalk a solid or a liquid?", "choices": ["a solid", "a liquid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20600/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid or liquid", "lecture": "Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a shape of its own.\nSome solids can be bent or broken easily. Others are hard to bend or break.\nA glass cup is a solid. A sock is also a solid.\nWhen matter is a liquid, it takes the shape of its container.\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\nJuice is a liquid. Honey is also a liquid.", "solution": "Chalk is a solid. You can easily break chalk into pieces. But each piece will still have a size and shape of its own.", "split": "test"}
{"question": "Which of these states is farthest south?", "choices": ["Maine", "Virginia", "Arkansas", "Oregon"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20604/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Arkansas is farthest south.", "split": "test"}
{"question": "What is the capital of Arizona?", "choices": ["Phoenix", "Baton Rouge", "Fort Wayne", "Juneau"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20632/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Phoenix is the capital of Arizona.", "split": "test"}
{"question": "What can a pine seed grow into?", "choices": ["a female cone", "a new plant", "a male cone"], "answer": 1, "hint": "Pine seeds grow inside of pinecones.", "image": "data/scienceqa/images/test/20634/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Describe and construct conifer life cycles", "lecture": "Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.", "solution": "A seed can germinate and grow into a new plant.\nThe new plant can grow male and female cones. But a seed does not grow into a male cone or a female cone.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["barn owl", "sea otter"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk. A giraffe is an example of a mammal.", "image": "data/scienceqa/images/test/20648/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A sea otter is a mammal. It has fur and feeds its young milk.\nA barn owl is a bird. It has feathers, two wings, and a beak.", "split": "test"}
{"question": "Which property do these three objects have in common?", "choices": ["bumpy", "bouncy", "shiny"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/20666/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA bouncy object will bounce back from the floor if you drop it. The popcorn and the tree bark are not bouncy.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. None of the objects are shiny.\nA bumpy object is covered in lumps and bumps. All three objects are bumpy.\nThe property that all three objects have in common is bumpy.", "split": "test"}
{"question": "Which property do these four objects have in common?", "choices": ["stretchy", "shiny", "transparent"], "answer": 0, "hint": "Select the best answer.", "image": "data/scienceqa/images/test/20669/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Compare properties of objects", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.", "solution": "Look at each object.\nFor each object, decide if it has that property.\nA stretchy object gets longer when you pull on it. All four objects are stretchy.\nYou can see clearly through a transparent object. None of the objects are transparent.\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The wool hat is not shiny.\nThe property that all four objects have in common is stretchy.", "split": "test"}
{"question": "Which better describes the Pantanal ecosystem?", "choices": ["It has soil that is poor in nutrients. It also has only a few types of organisms.", "It has land that is covered with water during most of the year. It also has soil that is rich in nutrients."], "answer": 1, "hint": "Figure: Pantanal.\nThe Pantanal is a wetland ecosystem located mostly in Brazil.", "image": "data/scienceqa/images/test/20677/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Describe ecosystems", "lecture": "An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\nthe pattern of weather, or climate\nthe type of soil or water\nthe organisms that live there", "solution": "A wetland is a type of ecosystem. Wetlands have the following features: land that is covered with water during most of the year, soil that is rich in nutrients, and other water ecosystems nearby. So, the Pantanal has land that is covered with water during most of the year. It also has soil that is rich in nutrients.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "North America", "South America", "Europe"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20703/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Plymouth", "Boise", "Helena", "Billings"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20709/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify the 50 state capitals", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "Will these magnets attract or repel each other?", "choices": ["attract", "repel"], "answer": 0, "hint": "Two magnets are placed as shown.", "image": "data/scienceqa/images/test/20722/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Identify magnets that attract or repel", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n", "solution": "To predict if these magnets will attract or repel, look at which poles are closest to each other.\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Texas", "Oklahoma", "Virginia", "Georgia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20734/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Southeast", "lecture": "", "solution": "This state is Virginia.", "split": "test"}
{"question": "Which part of the tomato plant makes the seeds?", "choices": ["the fruit", "the flowers"], "answer": 1, "hint": "A tomato plant can grow seeds.", "image": "data/scienceqa/images/test/20747/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Plants", "skill": "Describe and construct flowering plant life cycles", "lecture": "Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.", "solution": "Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["painted stork", "red kangaroo"], "answer": 1, "hint": "Mammals have hair or fur and feed their young milk. A human is an example of a mammal.", "image": "data/scienceqa/images/test/20749/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A painted stork is a bird. It has feathers, two wings, and a beak.\nStorks wade in shallow water to look for food. Storks eat fish, insects, worms, and other small animals.\nA red kangaroo is a mammal. It has fur and feeds its young milk.\nKangaroos hop to move around. They use their large tails for balance while hopping.", "split": "test"}
{"question": "Which of the following could Kenny's test show?", "choices": ["if at least 20% of the park would be shaded by trees in each design", "which design would have the greatest distance between the concert area and the road", "which design would have the least traffic noise in the concert area"], "answer": 1, "hint": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nKenny was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Kenny thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.\nFigure: studying an architect's design.", "image": "data/scienceqa/images/test/20758/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Engineering practices", "skill": "Evaluate tests of engineering-design solutions", "lecture": "People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.", "solution": "", "split": "test"}
{"question": "In this food chain, the amphipod is a consumer. Why?", "choices": ["It eats another living thing.", "It makes its own food."], "answer": 0, "hint": "This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.", "image": "data/scienceqa/images/test/20762/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Ecosystems", "skill": "Identify roles in food chains", "lecture": "Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.", "solution": "In this food chain, the amphipod is a consumer because it eats another living thing. The amphipod in this food chain eats the algae.", "split": "test"}
{"question": "Select the organism in the same genus as the palmate newt.", "choices": ["Taricha torosa", "Ambystoma opacum", "Lissotriton vulgaris"], "answer": 2, "hint": "This organism is a palmate newt. Its scientific name is Lissotriton helveticus.", "image": "data/scienceqa/images/test/20779/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Use scientific names to classify organisms", "lecture": "Scientists use scientific names to identify organisms. Scientific names are made of two words.\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\n", "solution": "A palmate newt's scientific name is Lissotriton helveticus. The first word of its scientific name is Lissotriton.\nLissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Lissotriton helveticus are in the same genus.\nTaricha torosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha torosa and Lissotriton helveticus are not in the same genus.\nAmbystoma opacum is in the genus Ambystoma. The first word of its scientific name is Ambystoma. So, Ambystoma opacum and Lissotriton helveticus are not in the same genus.", "split": "test"}
{"question": "What is the expected ratio of offspring with vestigial wings to offspring with normal wings? Choose the most likely ratio.", "choices": ["1:3", "4:0", "3:1", "2:2", "0:4"], "answer": 3, "hint": "This passage describes the wing type trait in fruit flies:\nSome scientists breed fruit flies to learn how traits are inherited. These scientists often use flies with vestigial wings, which are shorter and stubbier than normal wings. Fruit flies with vestigial wings cannot fly, so they are easier for scientists to handle and study.\nIn a group of fruit flies, some individuals have normal wings and others have vestigial wings. In this group, the gene for the wing type trait has two alleles. The allele for vestigial wings (n) is recessive to the allele for normal wings (N).\nThis Punnett square shows a cross between two fruit flies.", "image": "data/scienceqa/images/test/20788/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Use Punnett squares to calculate ratios of offspring types", "lecture": "Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n", "solution": "To determine how many boxes in the Punnett square represent offspring with vestigial wings or normal wings, consider whether each phenotype is the dominant or recessive allele's version of the wing type trait. The question tells you that the n allele, which is for vestigial wings, is recessive to the N allele, which is for normal wings.\nVestigial wings is the recessive allele's version of the wing type trait. A fruit fly with the recessive version of the wing type trait must have only recessive alleles for the wing type gene. So, offspring with vestigial wings must have the genotype nn.\nThere are 2 boxes in the Punnett square with the genotype nn. These boxes are highlighted below.\nNormal wings is the dominant allele's version of the wing type trait. A fruit fly with the dominant version of the wing type trait must have at least one dominant allele for the wing type gene. So, offspring with normal wings must have the genotype NN or Nn.\nThere are 2 boxes in the Punnett square with the genotype NN or Nn. These boxes are highlighted below.\nSo, the expected ratio of offspring with vestigial wings to offspring with normal wings is 2:2. This means that, on average, this cross will produce 2 offspring with vestigial wings for every 2 offspring with normal wings.", "split": "test"}
{"question": "What can Ethan and Irma trade to each get what they want?", "choices": ["Ethan can trade his tomatoes for Irma's sandwich.", "Irma can trade her almonds for Ethan's tomatoes.", "Ethan can trade his tomatoes for Irma's broccoli.", "Irma can trade her broccoli for Ethan's oranges."], "answer": 2, "hint": "Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.\nEthan and Irma open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.", "image": "data/scienceqa/images/test/20794/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "economics", "category": "Basic economic principles", "skill": "Trade and specialization", "lecture": "", "solution": "Ethan wanted broccoli in his lunch and Irma was hoping for tomatoes. Look at the labeled part of the images.\nEthan has tomatoes. Irma has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is the same in both pairs.", "The magnitude of the magnetic force is smaller in Pair 2."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.", "image": "data/scienceqa/images/test/20820/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the capital of Alaska?", "choices": ["Lexington", "Sacramento", "Salt Lake City", "Juneau"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20842/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Juneau is the capital of Alaska.", "split": "test"}
{"question": "Complete the statement.\nCalcium oxide is ().", "choices": ["an elementary substance", "a compound"], "answer": 1, "hint": "The model below represents calcium oxide. Calcium oxide is used to make cement and steel.", "image": "data/scienceqa/images/test/20864/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Atoms and molecules", "skill": "Classify elementary substances and compounds using models", "lecture": "There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element fluorine is F, and the atomic symbol for the chemical element beryllium is Be.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a space-filling model. The space-filling model below represents the compound rubidium bromide.\nIn a space-filling model, the balls represent atoms that are bonded together. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.", "solution": "Use the model to determine whether calcium oxide is an elementary substance or a compound.\nStep 1: Interpret the model.\n.\nUse the legend to determine the chemical element represented by each color. The colors and atomic symbols from the legend are shown in the table below. The table also includes the names of the chemical elements represented in the model.\nYou can see from the model that calcium oxide is composed of oxygen atoms and calcium atoms bonded together.\nStep 2: Determine whether the substance is an elementary substance or a compound.\nYou know from Step 1 that calcium oxide is composed of two chemical elements: oxygen and calcium. Since calcium oxide is composed of multiple chemical elements bonded together, calcium oxide is a compound.", "split": "test"}
{"question": "What type of rock is phyllite?", "choices": ["igneous", "sedimentary", "metamorphic"], "answer": 2, "hint": "This is a piece of phyllite. The word phyllite comes from the Greek word for leaf. The rock usually has a greenish color.\nPhyllite can form when a metamorphic rock called slate is changed by high temperature and pressure. Phyllite is made of minerals such as quartz and mica.", "image": "data/scienceqa/images/test/20866/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "earth-science", "category": "Rocks and minerals", "skill": "Classify rocks as igneous, sedimentary, or metamorphic", "lecture": "Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.", "solution": "Phyllite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.\nHeat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Phyllite can form when other metamorphic rocks are changed by heat and pressure. Slate is a rock that can change into phyllite.", "split": "test"}
{"question": "What is the capital of Montana?", "choices": ["Nampa", "Missoula", "Honolulu", "Helena"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20883/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Helena is the capital of Montana.", "split": "test"}
{"question": "Which bird's beak is also adapted to catch fish?", "choices": ["common kingfisher", "European robin"], "answer": 0, "hint": "Common loons live near lakes, rivers, and oceans. They can dive 60 meters below the surface to catch fish.\nFigure: common loon.", "image": "data/scienceqa/images/test/20887/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Adaptations", "skill": "Animal adaptations: beaks, mouths, and necks", "lecture": "An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.", "solution": "Look at the picture of the common loon.\nThe common loon has a long, straight beak with a sharp tip. Its beak is adapted to catch fish. The common loon can use its beak to grab the slippery body of a fish underwater. It can also catch a fish by stabbing it with its beak.\nNow look at each bird. Figure out which bird has a similar adaptation.\nThe common kingfisher has a long, straight beak with a sharp tip. Its beak is adapted to catch fish.\nThe European robin has a short, thin beak. Its beak is not adapted to catch fish. The European robin uses its beak to eat insects and other small invertebrates.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "Australia", "Antarctica", "Asia"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20889/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Antarctica.", "split": "test"}
{"question": "What is the Steller's jay's scientific name?", "choices": ["Cyanocitta stelleri", "Cyanocitta cristata"], "answer": 0, "hint": "The Steller's jay lives throughout North America. Georg Wilhelm Steller collected plant and animal specimens in Alaska. He identified the Steller's jay in 1741. The bird's scientific name refers to Georg Wilhelm Steller.", "image": "data/scienceqa/images/test/20890/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "biology", "category": "Scientific names", "skill": "Origins of scientific names", "lecture": "When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.", "solution": "This organism's scientific name refers to Georg Wilhelm Steller.\nThe word stelleri refers to Georg Wilhelm Steller. So, the Steller's jay's scientific name is Cyanocitta stelleri.", "split": "test"}
{"question": "Which property matches this object?", "choices": ["scratchy", "fragile"], "answer": 1, "hint": "Select the better answer.", "image": "data/scienceqa/images/test/20908/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify properties of an object", "lecture": "An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.", "solution": "Look at the object.\nThink about each property.\nA scratchy object is rough and itchy against your skin. The ceramic plate is not scratchy.\nA fragile object will break into pieces if you drop it. The ceramic plate is fragile.", "split": "test"}
{"question": "Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?", "choices": ["neither; the samples have the same temperature", "sample B", "sample A"], "answer": 2, "hint": "The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.", "image": "data/scienceqa/images/test/20922/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "physics", "category": "Particle motion and energy", "skill": "Identify how particle motion affects temperature and pressure", "lecture": "The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.", "solution": "The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.", "split": "test"}
{"question": "Which material is these shoes made of?", "choices": ["ceramic", "rubber"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20924/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "physics", "category": "Materials", "skill": "Identify multiple materials in objects", "lecture": "A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.", "solution": "Look at the picture of the shoes.\nThe shoes are made of two different materials. The tops are made of leather, and the soles are made of rubber.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Haiti", "Cuba", "the Dominican Republic", "The Bahamas"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/20926/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Haiti.\nDoes Haiti have any territorial disputes?\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve.", "split": "test"}
{"question": "Identify the question that Camilla's experiment can best answer.", "choices": ["Do the temperatures inside boxes depend on the sizes of the boxes?", "Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCamilla glued lids onto 16 cardboard shoe boxes of equal size. She painted eight of the boxes black and eight of the boxes white. Camilla made a small hole in the side of each box and then stuck a thermometer partially into each hole so she could measure the temperatures inside the boxes. She placed the boxes in direct sunlight in her backyard. Two hours later, she measured the temperature inside each box. Camilla compared the average temperature inside the black boxes to the average temperature inside the white boxes.\nFigure: a shoebox painted black.", "image": "data/scienceqa/images/test/20947/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "What is the capital of California?", "choices": ["Los Angeles", "Sacramento", "Olympia", "Trenton"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/20948/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Sacramento is the capital of California.", "split": "test"}
{"question": "Which solution has a higher concentration of blue particles?", "choices": ["Solution B", "neither; their concentrations are the same", "Solution A"], "answer": 0, "hint": "The diagram below is a model of two solutions. Each blue ball represents one particle of solute.", "image": "data/scienceqa/images/test/20949/image.png", "task": "closed choice", "grade": "grade7", "subject": "natural science", "topic": "chemistry", "category": "Solutions", "skill": "Compare concentrations of solutions", "lecture": "A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\nconcentration = particles of solute / volume of solvent", "solution": "In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\nUse the concentration formula to find the number of blue particles per milliliter.\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles.", "split": "test"}
{"question": "Which month is the wettest on average in Cairo?", "choices": ["July", "January", "September"], "answer": 1, "hint": "Use the graph to answer the question below.", "image": "data/scienceqa/images/test/20950/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Use climate data to make predictions", "lecture": "Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.", "solution": "To describe the average precipitation trends in Cairo, look at the graph.\nChoice \"Jan\" is incorrect.\nChoice \"Jul\" is incorrect.\nChoice \"Sep\" is incorrect.\nJanuary has an average monthly precipitation of about 15 millimeters. This is higher than in any other month. So, January is the wettest month on average.", "split": "test"}
{"question": "Which ocean is highlighted?", "choices": ["the Pacific Ocean", "the Southern Ocean", "the Atlantic Ocean", "the Indian Ocean"], "answer": 2, "hint": "", "image": "data/scienceqa/images/test/20970/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "Physical Geography", "skill": "Oceans and continents", "lecture": "Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.", "solution": "This is the Atlantic Ocean.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is smaller in Pair 1.", "The magnitude of the magnetic force is smaller in Pair 2.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 2, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.", "image": "data/scienceqa/images/test/20979/image.png", "task": "closed choice", "grade": "grade5", "subject": "natural science", "topic": "physics", "category": "Magnets", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.", "solution": "Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\nSo, the magnitude of the magnetic force is the same in both pairs.", "split": "test"}
{"question": "What is the capital of Delaware?", "choices": ["Baton Rouge", "Salem", "Wilmington", "Dover"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/20984/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Northeast", "lecture": "", "solution": "Dover is the capital of Delaware.", "split": "test"}
{"question": "Identify the question that Sasha's experiment can best answer.", "choices": ["Do slugs weigh more after eating tomato leaves or broccoli leaves?", "Do slugs eat more from tomato leaves or broccoli leaves?"], "answer": 1, "hint": "The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nSasha cut tomato and broccoli plant leaves into one-inch squares. In each of 12 containers, she placed six leaf squares: three tomato-leaf squares and three broccoli-leaf squares. She put one slug from her garden into each container. After two days, Sasha measured the amount of each leaf square that had been eaten by the slugs. She compared the amount that had been eaten from the tomato-leaf squares to the amount that had been eaten from the broccoli-leaf squares.\nFigure: a slug on a leaf.", "image": "data/scienceqa/images/test/20998/image.png", "task": "closed choice", "grade": "grade8", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify the experimental question", "lecture": "Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?", "solution": "", "split": "test"}
{"question": "Which term matches the picture?", "choices": ["filtration", "centrifugation"], "answer": 0, "hint": "Read the text.\nFiltration and centrifugation are two techniques used to separate different materials from a mixture. Filtration involves straining unwanted materials, sometimes with the help of gravity. For example, you can pour a liquid mixture through a funnel lined with filter paper that collects unwanted solids.\nCentrifugation, on the other hand, uses centrifugal force to separate materials. For example, vials of mixtures can be placed at an angle in special machines that spin at high speed. The spinning causes denser substances to move and collect at the bottom of the vial.", "image": "data/scienceqa/images/test/21006/image.png", "task": "closed choice", "grade": "grade6", "subject": "language science", "topic": "vocabulary", "category": "Context clues", "skill": "Determine the meaning of domain-specific words with pictures", "lecture": "", "solution": "Filtration uses gravity to separate solid substances from a liquid as it passes through a funnel.", "split": "test"}
{"question": "What is the name of the colony shown?", "choices": ["Virginia", "Delaware", "Georgia", "West Virginia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/21041/image.png", "task": "closed choice", "grade": "grade8", "subject": "social science", "topic": "us-history", "category": "Colonial America", "skill": "Identify the Thirteen Colonies", "lecture": "", "solution": "The colony is Virginia.\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony.", "split": "test"}
{"question": "What is the capital of Louisiana?", "choices": ["Atlanta", "Frankfort", "New Orleans", "Baton Rouge"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/21044/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Baton Rouge is the capital of Louisiana.", "split": "test"}
{"question": "Which of the following was a dependent variable in this experiment?", "choices": ["the number of bacteria in a drop of tea", "the amount of time that the tea sat on the desk"], "answer": 0, "hint": "The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nEvery day at work, Valentina poured a large cup of tea that she drank throughout the morning. She wondered how much bacteria might be growing in her cup of tea as the morning went on.\nTo find out, Valentina filled three identical cups with tea and placed them on her desk for three hours. After the first hour, she placed a drop of the tea from each cup on a separate microscope slide and counted the number of bacteria in the drop. Valentina repeated this with each cup of tea after the second hour, and again after the third hour.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: using a microscope to count bacteria on a slide.", "image": "data/scienceqa/images/test/21048/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "science-and-engineering-practices", "category": "Designing experiments", "skill": "Identify independent and dependent variables", "lecture": "Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.", "solution": "", "split": "test"}
{"question": "Complete the sentence.\nThe mutation in the () affected the structure and function of the ().", "choices": ["KRT13 gene . . . keratin protein", "keratin protein . . . KRT13 gene"], "answer": 0, "hint": "The following passage describes the effects of a gene mutation, which is a permanent change in a gene. Read the passage and then follow the instructions below.\n\nKeratins are strong proteins that provide structure and protection for many tissues in the human body. For example, the tissue on the inside of the mouth, called epithelium (ep-i-THEEL-i-um), is protected by a tough layer made of many types of keratin proteins connected together. One type of keratin protein is encoded by the KRT13 gene.\nA certain person had a mutation in the KRT13 gene. Compared to the KRT13 gene without a mutation, the mutated KRT13 gene encoded a form of the keratin protein with a different structure.\nThis different form of the keratin protein could not connect to other keratin proteins.The person with the mutation had mouth epithelium that was easily damaged by simple activities like eating and brushing teeth.\nFigure: strands of connected keratin proteins, seen through a high-powered microscope.", "image": "data/scienceqa/images/test/21053/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "biology", "category": "Genes to traits", "skill": "Describe the effects of gene mutations on organisms", "lecture": "An organism's genes contain information about its proteins. Each gene encodes, or contains the instructions for making, one protein or a group of proteins.\nA permanent change in a gene is called a mutation. Because a mutation changes a gene, the mutation may change the structure of the protein encoded by that gene.\nThe function of a protein depends on its structure. So, if a mutation in a gene changes a protein's structure, the mutation may also change the protein's function.\nAn organism's observable traits are affected by the functions of its proteins. So, a gene mutation that affects a protein's function may also affect an organism's observable traits.", "solution": "A mutation in a gene may affect the protein it encodes.\nSo, the mutation in the KRT13 gene affected the structure and function of the keratin protein.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["the Dominican Republic", "Saint Lucia", "Grenada", "Dominica"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/21063/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Dominica.", "split": "test"}
{"question": "What is the capital of Nevada?", "choices": ["Carson City", "Reno", "Las Vegas", "Cheyenne"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/21064/image.png", "task": "closed choice", "grade": "grade4", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Carson City is the capital of Nevada.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Europe", "Africa", "Asia", "North America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21070/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Africa.", "split": "test"}
{"question": "Select the fish below.", "choices": ["goldfish", "European green toad"], "answer": 0, "hint": "Fish live underwater. They have fins, not limbs. A manta ray is an example of a fish.", "image": "data/scienceqa/images/test/21076/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A European green toad is an amphibian. It has moist skin and begins its life in water.\nToads do not have teeth! They swallow their food whole.\nA goldfish is a fish. It lives underwater. It has fins, not limbs.\nGoldfish are popular as pets in many countries today. They were first kept as pets by people in ancient China.", "split": "test"}
{"question": "Which of these states is farthest east?", "choices": ["Ohio", "New Jersey", "Kansas", "South Carolina"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21087/image.png", "task": "closed choice", "grade": "grade2", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Jersey is farthest east.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Barbados", "Saint Kitts and Nevis", "Jamaica", "Antigua and Barbuda"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/21090/image.png", "task": "closed choice", "grade": "grade6", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Antigua and Barbuda.", "split": "test"}
{"question": "What is the capital of Washington?", "choices": ["Orlando", "Spokane", "Seattle", "Olympia"], "answer": 3, "hint": "", "image": "data/scienceqa/images/test/21121/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the West", "lecture": "", "solution": "Olympia is the capital of Washington.", "split": "test"}
{"question": "Is the helium in balloons a solid, a liquid, or a gas?", "choices": ["a gas", "a liquid", "a solid"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/21133/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Identify and sort solids, liquids, and gases", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.", "solution": "The helium in balloons is a gas. A gas expands to fill a space.\nThe helium in balloons expands to fill all the space inside the balloons. If a balloon pops, the helium will expand to fill a much larger space.", "split": "test"}
{"question": "Think about the magnetic force between the magnets in each pair. Which of the following statements is true?", "choices": ["The magnitude of the magnetic force is greater in Pair 2.", "The magnitude of the magnetic force is greater in Pair 1.", "The magnitude of the magnetic force is the same in both pairs."], "answer": 1, "hint": "The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.", "image": "data/scienceqa/images/test/21136/image.png", "task": "closed choice", "grade": "grade6", "subject": "natural science", "topic": "physics", "category": "Velocity, acceleration, and forces", "skill": "Compare magnitudes of magnetic forces", "lecture": "Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.", "solution": "The magnets in Pair 1 attract. The magnets in Pair 2 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2.", "split": "test"}
{"question": "What is the capital of Texas?", "choices": ["Dallas", "Austin", "Houston", "Jefferson City"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21137/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "State capitals", "skill": "Identify state capitals of the Southeast", "lecture": "", "solution": "Austin is the capital of Texas.", "split": "test"}
{"question": "Select the mammal below.", "choices": ["rabbit", "red-eyed tree frog"], "answer": 0, "hint": "Mammals have hair or fur and feed their young milk. A kangaroo is an example of a mammal.", "image": "data/scienceqa/images/test/21140/image.png", "task": "closed choice", "grade": "grade2", "subject": "natural science", "topic": "biology", "category": "Classification", "skill": "Identify mammals, birds, fish, reptiles, and amphibians", "lecture": "Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\nScientists sort animals into groups based on traits they have in common. This process is called classification.", "solution": "A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.\nA rabbit is a mammal. It has fur and feeds its young milk.", "split": "test"}
{"question": "Does this passage describe the weather or the climate?", "choices": ["weather", "climate"], "answer": 0, "hint": "Figure: Croatia.\nIt was clear and sunny yesterday on the Croatian coast.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.", "image": "data/scienceqa/images/test/21144/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "earth-science", "category": "Weather and climate", "skill": "Weather and climate around the world", "lecture": "The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.", "solution": "Read the passage carefully.\nIt was clear and sunny yesterday on the Croatian coast.\nThis passage tells you about yesterday's cloud cover on the coast of Croatia. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.", "split": "test"}
{"question": "Which state is highlighted?", "choices": ["Ohio", "Indiana", "Michigan", "Iowa"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/21149/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "States", "skill": "Identify states of the Midwest", "lecture": "", "solution": "This state is Ohio.", "split": "test"}
{"question": "Is chocolate syrup a solid, a liquid, or a gas?", "choices": ["a gas", "a liquid", "a solid"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21166/image.png", "task": "closed choice", "grade": "grade3", "subject": "natural science", "topic": "physics", "category": "States of matter", "skill": "Classify matter as solid, liquid, or gas", "lecture": "Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. Air is a gas.", "solution": "Chocolate syrup is a liquid. A liquid takes the shape of any container it is in.\nIf you pour chocolate syrup into a container, the chocolate syrup will take the shape of that container. But the chocolate syrup will still take up the same amount of space.", "split": "test"}
{"question": "Which country is highlighted?", "choices": ["Antigua and Barbuda", "Saint Kitts and Nevis", "Grenada", "Saint Lucia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21189/image.png", "task": "closed choice", "grade": "grade7", "subject": "social science", "topic": "geography", "category": "The Americas: geography", "skill": "Identify and select countries of the Caribbean", "lecture": "", "solution": "This country is Saint Kitts and Nevis.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["North America", "South America", "Antarctica", "Australia"], "answer": 0, "hint": "", "image": "data/scienceqa/images/test/21191/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Identify oceans and continents", "lecture": "A continent is one of the seven largest areas of land on earth.", "solution": "This continent is North America.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Africa", "South America", "North America", "Asia"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21192/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is South America.", "split": "test"}
{"question": "Which of these states is farthest west?", "choices": ["Alabama", "Illinois", "South Carolina", "Connecticut"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21196/image.png", "task": "closed choice", "grade": "grade3", "subject": "social science", "topic": "geography", "category": "Geography", "skill": "Read a map: cardinal directions", "lecture": "Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.", "solution": "To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Illinois is farthest west.", "split": "test"}
{"question": "Which continent is highlighted?", "choices": ["Asia", "Europe", "Australia", "North America"], "answer": 1, "hint": "", "image": "data/scienceqa/images/test/21199/image.png", "task": "closed choice", "grade": "grade5", "subject": "social science", "topic": "geography", "category": "Oceans and continents", "skill": "Identify oceans and continents", "lecture": "A continent is one of the major land masses on the earth. Most people say there are seven continents.", "solution": "This continent is Europe.", "split": "test"}
{"question": "What is the direction of this push?", "choices": ["away from the bulldozer", "toward the bulldozer"], "answer": 0, "hint": "A bulldozer clears a path for a new road. A force from the bulldozer pushes loose dirt out of the way.", "image": "data/scienceqa/images/test/21200/image.png", "task": "closed choice", "grade": "grade4", "subject": "natural science", "topic": "physics", "category": "Force and motion", "skill": "Identify directions of forces", "lecture": "A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.", "solution": "The bulldozer pushes the loose dirt. The direction of the push is away from the bulldozer.", "split": "test"}