Implemented a prototype

Config.py

@@ -0,0 +1,24 @@
+DATASETS = [
+    'mmlu',
+    # 'Anthropic_safety_eval'
+]
+
+TOPICS = {
+    'mmlu': 
+    [   
+        # 'high_school_biology',
+        'high_school_physics'
+    ],
+    'Anthropic_safety_eval': 
+    [
+        'myopia'
+    ]
+}
+
+MODELS = ['Llama-2-70b-chat-hf',
+          'Llama-2-13b-chat-hf',
+          'Mixtral-8x7B-Instruct-v0.1',
+          'Mistral-7B-Instruct-v0.2'
+          ]
+
+RANDOM_SEED = 42

Sample.py

@@ -0,0 +1,112 @@
+import jsonlines
+import random
+import numpy as np
+import os
+import json
+from Config import *
+import pandas as pd
+
+def format_card_str(card):
+    entries = []
+    for k, v in card.items():
+        r = ''
+        if isinstance(v, str):
+            r += f'- {k}: {v}\n'
+        elif isinstance(v, dict):
+            r += f"- {k}: {v['overview']}\n"
+            # r += f"- {k}:\n"
+            if v['thinking_pattern'] + v['strength'] + v['weakness'] == '':
+                continue
+            r += f"    - Thinking Patterns: {v['thinking_pattern']}\n"
+            r += f"    - Strength: {v['strength']}\n"
+            r += f"    - Weakness: {v['weakness']}\n"
+        else:
+            raise ValueError(f'Unknown type: {type(v)}')
+
+        entries.append(r)
+    return entries
+
+def format_qa_entry(qa):
+    # concat question + choice
+    question = qa['question']
+    choices = qa['choices']
+    ground_truth = qa['ground truth']
+    choice_str = ''
+    # choices are in 0 - n, convert to A - Z
+    for i, c in enumerate(choices):
+        choice_str += f"{chr(65+i)}. {c}\n"
+    
+    choice_str = choice_str[:-1]
+    
+    return question + '\n\n' + choice_str +'\n\n' + f'Ground Truth: {chr(65+ground_truth)}'
+
+
+def sample_random_entry(dataset='', topic='', model='', n=1):
+    if dataset == '': 
+        dataset = random.choice(DATASETS)
+    
+    if topic == '':
+        topic = random.choice(TOPICS[dataset])
+    
+    if model == '':
+        model = random.choice(MODELS)
+
+    # print(f"Sampling {n} random entries from {dataset} - {topic} - {model}")
+    card_lst = sample_card(dataset, topic, model)
+    qa = sample_QA_entry(dataset, topic, model)
+
+    display_dict, info_dict = process_for_display(card_lst, qa)
+
+    return display_dict, info_dict
+
+
+def process_for_display(card_lst, qa):
+    qa_entry = format_qa_entry(qa)
+    display_dict = {}
+    display_dict['card'] = select_entry(qa_entry, card_lst)
+    display_dict['qa'] = qa_entry
+    info_dict = {**qa}
+    info_dict.pop('question')
+    info_dict.pop('choices')
+
+    return display_dict, info_dict
+    
+
+
+def select_entry(qa_entry, card_lst):
+    # TODO: Automatically select most relevant criterion.
+    # PLACE HOLDER, RETURN THE WHOEL THING
+    return '\n'.join(card_lst[:2])
+
+
+def sample_card(dataset='', topic='', model='', card_cnt=2):
+    card_index = random.randint(0, card_cnt-1)
+    path = f'dataset/{dataset}/cards/{topic}/{topic}_{model}_{card_index}.jsonl'
+    # load jsonl 
+
+    with open(path, 'r') as f:
+        data = json.load(f)
+    
+    card = format_card_str(data)
+
+    return card
+   
+
+def sample_QA_entry(dataset='', topic='', model='', n=1):
+    path = f'dataset/{dataset}/{topic}/{topic}_test.jsonl'
+    # load jsonl 
+    with jsonlines.open(path) as reader:
+        data = list(reader)
+    
+    # transfer into pandas
+    df = pd.DataFrame(data)
+
+    # select whose model equals model
+    df = df[df['model'] == model]
+    sample = df.sample(1)
+    # Convert to dictionary
+    sample = sample.to_dict(orient='records')[0]
+    return (sample)
+
+if __name__ == '__main__':
+    sample_random_entry(n=5)

app.py

@@ -1,32 +1,60 @@
 import gradio as gr
+from Sample import *
+
+display_dict, info_dict = sample_random_entry(n=1)
+
+# Extract the question text
+question_text = display_dict['qa']
+
+def markdown_to_html(markdown_text):
+    # You would use a Markdown library to convert markdown to HTML here
+    # Since this code runs in an environment without extra libraries, this is a placeholder
+    html = markdown_text.replace("\n", "<br>")  # Simple replacement, not a real markdown conversion
+    return html
+
+completion_text = ''
 
 def evaluate_guess(reasoning, correctness, confidence):
-    # Placeholder function to process the input and return a response
-    return "Your evaluation has been recorded!"
+    
+    # Placeholder for comparison logic
+    # You'll need to access the correct answer from `info_dict` or a similar structure
+    correct_answer = "Correctly"  # Placeholder for the actual logic to determine this
+    evaluation_response = "Correct" if correctness == correct_answer else "Incorrect"
 
+    actual_model = info_dict['model']
+    actual_completion = info_dict['completion']
+    
+    # Update the completion text
+    completion_text = f"Completion: {actual_completion}\n\nChoice: {chr(info_dict['verdict'] + 65)}"
+    model = actual_model
+    # Return the evaluation response and the completion text to update the interface
+    return evaluation_response, model, completion_text
+    
 
+print(display_dict['card'])
 
-card = 'Evaluation Card:\nNewtonian Mechanics\n\nQuestion: A block is pushed across a frictionless surface. What is the net force acting on the block?\n\nReasoning: The block is moving at a constant velocity, so the net force must be zero.\n\nCorrectness: Correct\n\nConfidence: 8/10\n\nEvaluation Output: Your evaluation has been recorded!'
 
 with gr.Blocks() as app:
     with gr.Row():
+        with gr.Column(scale=2):  # This column is wider
+            # Use a Textbox to display the evaluation card content
+            evaluation_card = gr.Textbox(value=display_dict['card'], label="Evaluation Card", interactive=False)
+            model = gr.Textbox(value="", label="Model", placeholder='An anonymous Model', interactive=False)
+            completion = gr.Textbox(value="", label="Model's Completion", interactive=False)
+            
         with gr.Column(scale=1):
-            evaluation_card_html = f"""
-            <div style='overflow-y: scroll; height: 200px; border: 1px solid #ccc; padding: 8px;'>
-            <h3>Student Evaluation</h3>
-            <p>Grade: A+</p>
-            <p>Card{card}</p>
-            </div>
-            """
-            gr.HTML(value=evaluation_card_html)
-        with gr.Column(scale=1):
-            question = gr.Textbox(lines=2, placeholder="Question", interactive=False)
+            # Display the sampled question in a Textbox
+            question = gr.Textbox(value=question_text, label="Question", interactive=False)
             reasoning = gr.Textbox(lines=5, placeholder="Your reasoning (optional)")
             correctness = gr.Radio(choices=["Correct", "Incorrect"], label="I believe the model will answer this question")
             confidence = gr.Slider(minimum=0, maximum=10, step=1, label="Confidence")
             output_text = gr.Text(label="Evaluation Output")  # Create an output text component
             submit_button = gr.Button("Submit")
-    
-    submit_button.click(evaluate_guess, inputs=[reasoning, correctness, confidence], outputs=output_text)  # Use the output component
 
-app.launch()
+            # This textbox will be used to display the model's completion
+      
+
+    # When the button is clicked, it will update the content of the completion textbox
+    submit_button.click(fn=evaluate_guess, inputs=[reasoning, correctness, confidence], outputs=[output_text, model, completion])
+
+app.launch()

dataset/mmlu/cards/high_school_physics/high_school_physics_Llama-2-13b-chat-hf_0.jsonl

@@ -0,0 +1,74 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a basic to fundamental misunderstanding of Newton's Laws, especially in complex scenarios and dynamic systems.",
+      "thinking_pattern": "It tends to oversimplify complex interactions and apply surface-level reasoning without considering the nuances of the situation, leading to incorrect conclusions.",
+      "strength": "It correctly identified scenarios demonstrating some understanding of Newton's second law.",
+      "weakness": "It incorrectly applies Newton's third law in various contexts, misunderstands the application of these laws in dynamic systems, and incorrectly applied Newton's Laws to the scenario of the Space Shuttle in orbit."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a basic grasp of electromagnetic theory but struggles with complex applications and fundamental relationships within the theory.",
+      "thinking_pattern": "It tends to oversimplify or misapply key concepts, indicating gaps in understanding magnetic field interactions and the relationship between voltage, current, and resistance.",
+      "strength": "It correctly identified that the electric force between two charged balls remains unchanged when only the mass of one ball is altered.",
+      "weakness": "It incorrectly calculated the proton's speed in a magnetic field and misunderstood the effect of an infinitely large charged plane on the electric field below it."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student demonstrates a basic understanding to a fundamental misunderstanding of thermodynamics, particularly in isothermal processes and real-world phenomena.",
+      "thinking_pattern": "It incorrectly assumes that no heat transfer occurs during an isothermal expansion and correctly identifies factors affecting heat transfer but fails to accurately apply these principles.",
+      "strength": "It accurately describes the process of reaching thermal equilibrium through molecular collisions.",
+      "weakness": "It failed to recognize that heat must be added to the gas to do work against its surroundings in an isothermal expansion and misapplied the concept of heat transfer mechanisms."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "",
+      "thinking_pattern": "",
+      "strength": "",
+      "weakness": ""
+    },
+    "Quantum Mechanics Concepts": {
+      "overview": "",
+      "thinking_pattern": "",
+      "strength": "",
+      "weakness": ""
+    },
+    "Understanding of Conservation Laws": {
+      "overview": "The student shows a misunderstanding of the conservation of momentum and energy, particularly in scenarios involving gravitational forces and mechanical systems.",
+      "thinking_pattern": "It exhibits a pattern of misapplying conservation laws, either by misunderstanding the conditions under which these laws apply or by confusing the concepts of momentum and energy conservation.",
+      "strength": "",
+      "weakness": "It incorrectly applies the law of conservation of momentum and energy to the motion of the Moon in the absence of gravity and fails to apply conservation of momentum correctly in predicting the outcome of a collision."
+    },
+    "Fluid Dynamics Comprehension": {
+      "overview": "",
+      "thinking_pattern": "",
+      "strength": "",
+      "weakness": ""
+    },
+    "Misinterpretation of Physical Concepts": {
+      "overview": "The student frequently misinterprets fundamental physical concepts across various topics, leading to incorrect conclusions and answers.",
+      "thinking_pattern": "It shows a consistent pattern of logical errors and misinterpretations, particularly in applying physical laws and principles to hypothetical scenarios.",
+      "strength": "",
+      "weakness": "It demonstrates a significant misunderstanding of basic physics concepts, such as the effects of gravity on motion and the principles governing the motion of objects on frictionless surfaces."
+    },
+    "Critical Thinking in Problem Solving": {
+      "overview": "The student shows an ability to engage with problems but lacks depth in critical thinking, often reaching incorrect conclusions.",
+      "thinking_pattern": "It tends to reach conclusions based on surface-level analysis rather than a deep understanding of the underlying physics, showing a tendency to jump to conclusions without thoroughly analyzing the problem.",
+      "strength": "It can identify correct outcomes in simpler scenarios.",
+      "weakness": "It struggles with more complex scenarios requiring a nuanced understanding of physics principles, often leading to incorrect conclusions."
+    },
+    "Application of Lorentz Force": {
+      "overview": "The student demonstrates a misunderstanding to a basic understanding of the Lorentz force and its application in determining the motion of charged particles in magnetic fields.",
+      "thinking_pattern": "It incorrectly applies the Lorentz force equation and simplifies the relationship between mass, charge, and magnetic field effects, leading to erroneous conclusions.",
+      "strength": "",
+      "weakness": "It miscalculates the radius of an electron beam's path in a magnetic field and failed to correctly apply the Lorentz force equation to predict the path of ionized isotopes."
+    },
+    "Grasp of Kinematic Equations": {
+      "overview": "The student shows confusion to correct application in applying kinematic equations to dynamics problems and motion-related problems.",
+      "thinking_pattern": "It incorrectly associates dynamics situations with purely kinematic solutions, overlooking the role of forces, but demonstrates a methodical approach in other applications.",
+      "strength": "It successfully applied kinematic equations to determine the height of a cliff based on the impact velocity of a dropped rock.",
+      "weakness": "It misapplies kinematic concepts to scenarios where dynamics principles are more appropriate."
+    },
+    "Conceptual Understanding of Circuit Theory": {
+      "overview": "The student shows a solid understanding of basic circuit theory, particularly in relation to current and resistance.",
+      "thinking_pattern": "It applies logical reasoning to deduce the effects of circuit configurations on current.",
+      "strength": "It correctly identified the circuit configuration that would create the greatest current, demonstrating a good understanding of the relationship between voltage, resistance, and current.",
+      "weakness": ""
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Llama-2-13b-chat-hf_1.jsonl

@@ -0,0 +1,74 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a partial to fundamental misunderstanding of Newton's Laws, especially in complex scenarios and the application of Newton's Third Law.",
+      "thinking_pattern": "It shows a tendency to misinterpret or oversimplify the application of forces and motion, often misunderstanding the relationship between force, mass, acceleration, and system constraints. It tends to apply surface-level reasoning without considering the nuances of the laws in varying contexts.",
+      "strength": "It correctly identified scenarios where Newton's second law applies and demonstrated understanding of F=ma.",
+      "weakness": "It incorrectly applied Newton's third law in various scenarios, including the horse-cart system and the Space Shuttle in orbit, not accounting for the decrease in gravitational force with distance from Earth. It miscalculated resulting accelerations and showed misconceptions in the application of Newton's Third Law."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a basic to fundamental misunderstanding of electromagnetic theory, struggling with complex applications and the relationship between voltage, current, resistance, and magnetic fields.",
+      "thinking_pattern": "It tends to misapply the Lorentz force equation and misunderstands the effect of a magnetic field on a charged particle's speed. It relies on direct relationships and fails to incorporate the full scope of electromagnetic interactions in its reasoning.",
+      "strength": "It correctly identified the configuration for the greatest current in a circuit, demonstrating an understanding of the relationship between voltage, resistance, and current.",
+      "weakness": "It incorrectly concluded that a proton's speed would decrease due to a magnetic field and suggests that decreasing voltage and increasing resistance would increase current. It misunderstood the effect of mass and charge on the path radius in a magnetic field."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student shows a foundational understanding of thermodynamics but lacks depth in applying principles to real-world scenarios and has misunderstandings in thermodynamic processes.",
+      "thinking_pattern": "It incorrectly assumes that no heat transfer occurs during an isothermal process but correctly identifies that energy transfer through collisions leads to thermal equilibrium. It tends to oversimplify complex thermodynamic interactions.",
+      "strength": "It accurately describes the process of reaching thermal equilibrium through molecular collisions.",
+      "weakness": "It failed to recognize that during an isothermal expansion, the system does work on the surroundings by absorbing an equivalent amount of heat, indicating a gap in understanding the first law of thermodynamics. It failed to recognize the primary reason for faster heat loss in water compared to air."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student demonstrates a lack of understanding in applying the principles of wave phenomena to practical scenarios.",
+      "thinking_pattern": "It misapplies theoretical concepts, leading to incorrect conclusions about the behavior of waves or particles in a given context.",
+      "strength": "",
+      "weakness": "It incorrectly calculates the radius of an electron beam's circular path in a magnetic field, showing a misunderstanding of the Lorentz force and its implications."
+    },
+    "Quantum Mechanics Concepts": {
+      "overview": "The student struggles with the quantization aspect of quantum mechanics.",
+      "thinking_pattern": "It demonstrates a misunderstanding of the discrete nature of electric charge in quantum systems.",
+      "strength": "",
+      "weakness": "It incorrectly identified a charge that is an integer multiple of the elementary charge as unlikely, showing a lack of understanding of charge quantization."
+    },
+    "Conceptual Understanding of Motion": {
+      "overview": "The student shows a varied to reasonable understanding of motion, with fundamental misunderstandings in some areas but correct applications in others.",
+      "thinking_pattern": "It often applies incorrect reasoning to scenarios involving motion but accurately applies concepts of projectile motion. It applies basic principles correctly but struggles with integrating multiple concepts in more complex scenarios.",
+      "strength": "It correctly identified the behavior of vertical speed in projectile motion and calculated the impact velocity to determine the height of a cliff, indicating a solid understanding of the concept.",
+      "weakness": "It incorrectly reasoned that the moon would stop rotating and revolving around the Earth if gravity ceased, misunderstood the effects of air resistance on a whiffle ball's motion, and incorrectly predicts the outcome of a body's motion under constant acceleration."
+    },
+    "Fluid Dynamics Comprehension": {
+      "overview": "The student has a partial understanding of fluid dynamics, correctly identifying some principles but misapplying others.",
+      "thinking_pattern": "It seems to misunderstand the relationship between flow speed and cross-sectional area in pipes, leading to incorrect conclusions.",
+      "strength": "Correctly identified the principle that a decrease in pipe diameter leads to an increase in flow speed, as per Bernoulli's principle.",
+      "weakness": "It incorrectly reasoned that a larger cross-sectional area would result in a higher flow speed, contradicting the principle of conservation of mass in fluid dynamics."
+    },
+    "Analytical Reasoning in Physics": {
+      "overview": "The student struggles with analytical reasoning, particularly in applying physics principles to solve problems, showing mixed ability and lacks consistency across different physics domains.",
+      "thinking_pattern": "It tends to misapply or misunderstand physics principles, leading to incorrect conclusions, but demonstrates correct reasoning in some areas. It demonstrates a linear approach to problem-solving, which sometimes leads to oversimplified or incorrect conclusions.",
+      "strength": "It correctly reasoned the unchanged electric force due to mass change and correctly applied Ohm's Law to deduce the effect of resistance on power dissipation, indicating strong analytical reasoning in circuit analysis.",
+      "weakness": "It demonstrated a misunderstanding of impulse and its dimensions, incorrectly analyzed the image formation by a bi-convex lens, and often misapplies physical formulas. It struggled with applying analytical reasoning to more complex scenarios."
+    },
+    "Misconception of Force Effects": {
+      "overview": "The student often confuses the effects of different forces on physical systems and consistently misinterprets the effects of forces in different physical scenarios.",
+      "thinking_pattern": "It tends to misinterpret how forces affect motion and energy transfer, leading to incorrect conclusions, and exhibits a pattern of attributing changes directly to the application or modification of forces without considering the system's constraints.",
+      "strength": "",
+      "weakness": "It incorrectly reasoned the effects of magnetic fields on particle speed, misunderstood the role of normal force on an inclined plane, and attributes an increase in oscillation amplitude to the addition of mass in a spring-block system. It incorrectly reasoned that two charged particles could exert zero net force on each other under any condition."
+    },
+    "Understanding of Conservation Laws": {
+      "overview": "The student shows a significant misunderstanding of conservation laws, particularly in mechanics.",
+      "thinking_pattern": "It overlooks the importance of conservation principles, such as momentum and energy, in analyzing physical systems.",
+      "strength": "",
+      "weakness": "It fails to apply conservation of momentum in the spring-block oscillator problem and conservation of energy in the dropped ball scenario, leading to incorrect conclusions."
+    },
+    "Application of Gauss's Law": {
+      "overview": "The student misunderstands the conditions under which Gauss's Law applies and struggles with its application.",
+      "thinking_pattern": "It incorrectly assumes that external charges affect the net electric flux through a closed surface and tends to misinterpret the implications of Gauss's Law in scenarios involving electric fields.",
+      "strength": "",
+      "weakness": "It fails to recognize that Gauss's Law applies under any conditions, not just when there are no external charges. It incorrectly concluded the electric field below an infinitely charged plane."
+    },
+    "Critical Evaluation of Scientific Reasoning": {
+      "overview": "The student occasionally demonstrates the ability to critically evaluate scientific scenarios but often relies on incorrect assumptions or incomplete understanding.",
+      "thinking_pattern": "It shows an inclination towards surface-level analysis without delving into the deeper scientific principles at play.",
+      "strength": "",
+      "weakness": "It frequently misapplies scientific principles, leading to incorrect conclusions in several instances, such as the misunderstanding of gravitational acceleration and the misapplication of thermodynamic principles."
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Llama-2-70b-chat-hf_0.jsonl

@@ -0,0 +1,62 @@
+{
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a foundational yet basic understanding of electromagnetic theory with some inconsistencies.",
+      "thinking_pattern": "It applies fundamental principles accurately in various contexts but sometimes overlooks critical concepts, leading to incorrect conclusions. It tends to apply direct relationships and equations without considering the conceptual depth of electromagnetic interactions.",
+      "strength": "It correctly identifies identical capacitors in parallel, understands electric fields around dipoles, applies Coulomb's law accurately, correctly applies the concept of charge and electric fields in different contexts, and can use equations to solve problems.",
+      "weakness": "It misunderstands the effect of configurations on charge distribution and voltage in capacitors, struggles with understanding the non-uniform charge distribution's effect on electric fields, fails to recognize that a proton moving parallel to the solenoid's axis experiences no force altering its path, and struggles with the conceptual application of electromagnetic theory, particularly in understanding the balance of forces in charged particles."
+    },
+    "Newton's Laws Mastery": {
+      "overview": "The student demonstrates a good grasp of Newton's laws but shows confusion in their application in complex scenarios.",
+      "thinking_pattern": "It demonstrates understanding of momentum conservation and correctly identifies the application of Newton's Third Law in collision scenarios but misapplies the concept of forces and exhibits confusion between acceleration and velocity. It shows a preference for direct application of Newton's Laws without fully considering all forces in a system.",
+      "strength": "It accurately applies Newton's Laws to analyze collision scenarios and simpler scenarios, showing a strong grasp of action-reaction pairs and momentum conservation, and can apply Newton's Laws to straightforward problems.",
+      "weakness": "It incorrectly believes that actions not involving external torques can change the angular momentum of a system, misapplies Newton's laws in the context of air resistance, acceleration, gravitational attraction, and incorrectly predicts the behavior of an object falling through the Earth. It also incorrectly applies Newton's laws to the motion of projectiles and the relationship between force and motion on inclined planes, and misunderstands the application of Newton's Laws in complex systems, particularly in balancing forces."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student correctly applies basic thermodynamics principles but struggles with their application in specific processes.",
+      "thinking_pattern": "It tends to correctly identify the direction of heat transfer and demonstrates a logical approach in applying the ideal gas law but tends to oversimplify complex relationships between physical quantities.",
+      "strength": "It correctly identifies the direction of heat transfer in a thermodynamic cycle, applies the ideal gas law and the first law of thermodynamics to predict changes in pressure when volume changes and deduce heat transfer from work done in a cycle.",
+      "weakness": "It lacks a detailed understanding of how thermodynamic principles apply to specific cycles, incorrectly predicts the relationship between the circumference of a helium balloon and temperature, and misunderstands the relationship between temperature and the physical dimensions of objects."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student shows an understanding of wave phenomena with gaps in applying concepts to practical scenarios.",
+      "thinking_pattern": "It correctly predicts the outcome of wave superposition but fails to accurately account for changes in wave properties when transitioning between mediums and shows a tendency to choose simplistic explanations.",
+      "strength": "It accurately describes the displacement of resultant waves from superposition, demonstrating a good grasp of wave interference principles.",
+      "weakness": "It misunderstands the method for measuring the wavelength of sound waves, incorrectly concludes that only the speed of light changes when entering a different medium, and fails to correctly identify methods for measuring wave properties."
+    },
+    "Problem-Solving Approach": {
+      "overview": "The student often selects approaches based on a partially correct understanding of physics principles but shows consistency and methodical problem-solving across different domains.",
+      "thinking_pattern": "It shows a pattern of jumping to conclusions without thorough analysis but also demonstrates a systematic approach, often starting from fundamental principles and consistently uses formulas and theoretical principles to approach problems. It tends to rely on formulaic solutions, showing difficulty in adapting to problems requiring conceptual reasoning.",
+      "strength": "It is able to recall and attempt to apply relevant physics principles to the problems, shows the ability to apply relevant formulas and principles correctly, effectively uses mathematical formulas to calculate and solve physics problems, shows the ability to break down problems into solvable parts, and is capable of following steps to solve physics problems when the path is clear.",
+      "weakness": "It frequently misapplies principles or overlooks critical aspects of the problems, leading to incorrect answers and occasionally misapplies concepts to practical measurement scenarios, sometimes overlooking the need for a deeper conceptual understanding to correctly apply formulas. It struggles with problems that require a deeper conceptual understanding or creative thinking."
+    },
+    "Conceptual Reasoning": {
+      "overview": "The student demonstrates an ability to engage with physics concepts and exhibits strong conceptual reasoning, with inconsistencies in application across different physics domains.",
+      "thinking_pattern": "It often uses correct terminology and identifies relevant concepts but fails to logically connect these concepts to the problem at hand and sometimes misinterprets the application to real-world measurements, demonstrating a reliance on memorized principles rather than a deep conceptual understanding. It often misinterprets or oversimplifies complex concepts, leading to incorrect conclusions.",
+      "strength": "It shows an eagerness to link problems to physics concepts, indicating a good foundational knowledge, and demonstrates a strong ability to reason through physics concepts and apply them correctly. It can grasp basic physics concepts and apply them in straightforward scenarios.",
+      "weakness": "It lacks depth in understanding and applying concepts correctly, often resulting in logical errors or misinterpretations, and shows a misunderstanding in the application of wave concepts to practical measurement techniques. It has difficulty in accurately applying conceptual reasoning to more complex or abstract physics problems."
+    },
+    "Critical Analysis and Synthesis": {
+      "overview": "The student demonstrates an ability to analyze information and synthesize concepts to form accurate conclusions, with room for improvement in critically analyzing practical experimental setups.",
+      "thinking_pattern": "It tends to analyze problems in isolation rather than synthesizing information across different areas of physics but often correctly identifies the relevant principles and synthesizes information to arrive at solutions. It tends to analyze problems in isolation, showing difficulty in integrating multiple concepts or principles.",
+      "strength": "It can critically analyze individual pieces of information and effectively analyzes given scenarios and synthesizes correct solutions across multiple physics domains, and can critically analyze problems within its comfort zone, particularly in straightforward applications of physics principles. It can identify relevant information and perform basic analysis.",
+      "weakness": "It struggles to synthesize information from different areas of physics to reach accurate conclusions and shows a need for improvement in critically analyzing practical experimental setups for measuring physical quantities. It struggles to synthesize information from different areas of physics to solve complex problems."
+    },
+    "Mathematical Application in Physics": {
+      "overview": "The student demonstrates proficiency in applying mathematical formulas to physics problems but sometimes lacks the conceptual foundation to choose the appropriate formulas.",
+      "thinking_pattern": "It favors a formulaic approach to problem-solving, which works well in straightforward scenarios but falters in more complex or conceptual problems. It confidently uses mathematical formulas, though it sometimes misinterprets the physical implications of these calculations. It shows a preference for direct mathematical application, sometimes at the expense of conceptual understanding.",
+      "strength": "It is adept at manipulating formulas and performing calculations, indicating strong mathematical skills. It correctly applies mathematical reasoning to deduce the inertial mass from a force-acceleration graph and to calculate electric fields and power dissipation. It is proficient in using mathematics to solve physics problems where the application is straightforward.",
+      "weakness": "It occasionally selects inappropriate formulas due to a misunderstanding of the underlying physics concepts, leading to incorrect answers. It misapplies mathematical relationships in the context of wave properties and gravitational forces, leading to incorrect conclusions. It occasionally misapplies mathematical principles when the problem requires a deeper understanding of the underlying physics concepts."
+    },
+    "Understanding of Conservation Principles": {
+      "overview": "The student has a basic understanding of conservation principles.",
+      "thinking_pattern": "It correctly identifies scenarios where conservation principles apply but struggles with the application in complex systems.",
+      "strength": "It can apply conservation principles in simple, direct scenarios.",
+      "weakness": "It has difficulty applying conservation principles in more complex situations, particularly when multiple principles are at play."
+    },
+    "Ability to Distinguish Between Similar Concepts": {
+      "overview": "",
+      "thinking_pattern": "",
+      "strength": "",
+      "weakness": ""
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Llama-2-70b-chat-hf_1.jsonl

@@ -0,0 +1,56 @@
+{
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student demonstrates a solid foundational understanding of electromagnetic theory, with some challenges in applying these concepts in complex situations.",
+      "thinking_pattern": "It applies correct principles and shows a methodical approach, correctly identifying field behaviors and interactions but often misinterprets relationships between variables or the relevance of charge magnitude. It applies principles accurately to specific scenarios, indicating a logical approach.",
+      "strength": "It correctly identifies identical capacitors in parallel having the same voltage, understands the concept of electric fields around dipoles, correctly applies Coulomb's law, identified the behavior of electric fields produced by different configurations, and correctly identified the relationship between electric fields and surface charge density.",
+      "weakness": "It misunderstands the distribution of charge in parallel capacitors, the effect of identical characteristics on their behavior, and the motion of a proton in a solenoid, indicating a gap in understanding magnetic field effects on charged particles."
+    },
+    "Newton's Laws Mastery": {
+      "overview": "The student has a good grasp of Newton's Laws but struggles with applying them correctly in certain scenarios, particularly in rotational motion, systems in equilibrium, and more complex applications.",
+      "thinking_pattern": "It demonstrates a pattern of overlooking external forces or interactions in some cases but correctly identifies the application of Newton's Third Law in collision scenarios. It tends to apply Newton's Laws correctly in straightforward scenarios but struggles with more complex applications. It consistently applies Newton's Laws to analyze motion and forces correctly.",
+      "strength": "It accurately applies Newton's Laws to predict outcomes of collisions, understands the conservation of momentum, and accurately applied Newton's second law in the context of inertial mass measurement.",
+      "weakness": "It incorrectly assumes actions not involving external forces can change a system's angular momentum, reasons that acceleration is zero at the highest point of a projectile's trajectory, incorrectly applied Newton's Laws to the scenario of an object falling through the Earth, misunderstanding the oscillatory motion that would result from gravitational forces, and misunderstood the effect of an inclined plane on normal force."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student demonstrates a correct understanding and application of thermodynamics principles, with particular strengths in work, heat transfer, and volume-pressure relationships, though lacks depth in some areas of application.",
+      "thinking_pattern": "It correctly applies the first law of thermodynamics to analyze work and heat transfer in a cyclic process and understands how volume changes affect pressure under constant temperature but does not always consider all relevant factors.",
+      "strength": "It accurately determined the direction of heat transfer based on the work done in a cyclic process and correctly uses the ideal gas law to predict changes in pressure when volume changes.",
+      "weakness": "Misinterpreted the relationship between temperature and the volume of gas in a balloon, suggesting a misunderstanding of the gas laws."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student shows an understanding of wave phenomena but with some inaccuracies in practical application.",
+      "thinking_pattern": "It correctly identifies principles of superposition but struggles with the practical measurement of wavelengths. It may oversimplify complex phenomena, leading to incorrect conclusions.",
+      "strength": "It understands the principle of superposition and can predict the resultant wave's amplitude range.",
+      "weakness": "It misunderstands the method for measuring the wavelength of sound waves, indicating a gap in practical understanding of wave phenomena. Incorrectly concluded that the wavelength of light does not change when transitioning between mediums, indicating a fundamental misunderstanding of wave behavior."
+    },
+    "Problem-Solving Approach": {
+      "overview": "The student often selects problem-solving approaches based on a mix of correct and incorrect applications of physical principles, showing both methodical and superficial understanding.",
+      "thinking_pattern": "It exhibits a tendency to choose formulas or principles that seem relevant without fully analyzing the problem's requirements, sometimes reaching incorrect conclusions due to misunderstandings but also shows a preference for direct application of formulas and principles. It tends to follow a logical sequence in problem-solving but may not always validate assumptions or consider all relevant factors. It tends to apply formulas and principles correctly but sometimes fails to accurately interpret or apply the correct formula.",
+      "strength": "It is able to identify relevant physics concepts applicable to the problem at hand, correctly applies thermodynamic principles, shows good numerical problem-solving ability, successfully applied the power-work relationship to determine the speed at which a motor can lift a mass, and successfully applied problem-solving strategies to correctly identify the inertial mass and electric field concepts.",
+      "weakness": "It frequently misapplies these concepts, leading to incorrect solutions and struggles with the application of Newton's laws and the quantization of charge. In some cases, it fails to correctly apply physical principles, leading to incorrect conclusions. Misapplied concepts in calculating the radius of an electron beam's circular path and misunderstood the relationship between voltage, resistance, and current."
+    },
+    "Critical Thinking in Physics": {
+      "overview": "The student generally applies critical thinking well but struggles to apply it consistently across different physics domains, leading to errors in reasoning and problem-solving.",
+      "thinking_pattern": "It shows a pattern of jumping to conclusions without thoroughly considering all aspects of a problem and attempts to reason through problems logically but is sometimes misled by incorrect understandings of physical laws. It shows logical reasoning in theoretical scenarios but struggles to correctly apply these theories in practical contexts. It demonstrates critical thinking by attempting to reason through problems, but may rely on incorrect assumptions or incomplete understanding of concepts. It is capable of logical reasoning but may not always consider all relevant factors in a problem.",
+      "strength": "It shows an ability to critically analyze scenarios involving thermodynamics and electromagnetic theory and demonstrates strong critical thinking in abstract problem-solving and theoretical reasoning. Correctly reasoned through the implications of efficiency on a motor's output power and effectively reasoned through complex scenarios involving electric fields and inertial mass.",
+      "weakness": "It fails to critically evaluate the conditions under which certain physics principles apply, lacks a deep understanding of Newton's laws and charge quantization, and shows a gap in applying theoretical knowledge to practical physics experiments, particularly in wave phenomena. Incorrect conclusions in several instances indicate a need for deeper critical analysis and verification of reasoning against physical principles. Failed to critically assess the implications of changing medium on light wave properties and the dynamics of forces on an inclined plane."
+    },
+    "Understanding of Conservation Principles": {
+      "overview": "The student has a strong yet partial understanding of conservation principles, correctly applying them in some contexts but not in others.",
+      "thinking_pattern": "It inconsistently applies conservation principles, correctly identifying them in some scenarios but misunderstanding their application in others. There is an implicit use of conservation principles in problem-solving, though not always correctly applied.",
+      "strength": "It correctly applies conservation principles in the context of thermodynamics and accurately applies conservation of momentum and angular momentum in collision scenarios.",
+      "weakness": "It misunderstands the conservation of charge in the context of charged spheres and the misunderstanding of the motion of an object through the Earth suggests a gap in applying conservation of energy principles in dynamic systems."
+    },
+    "Application of Dimensional Analysis": {
+      "overview": "The student correctly applies dimensional analysis to identify physical quantities.",
+      "thinking_pattern": "It demonstrates a logical approach to breaking down physical quantities into their fundamental dimensions.",
+      "strength": "Correctly determined the dimensions of impulse, showcasing a solid understanding of dimensional analysis.",
+      "weakness": ""
+    },
+    "Misinterpretation of Physical Concepts": {
+      "overview": "It occasionally misinterprets physical concepts, leading to incorrect answers.",
+      "thinking_pattern": "It seems to misunderstand or oversimplify certain physical principles, particularly when they involve complex interactions or transitions between states.",
+      "strength": "",
+      "weakness": "Misinterpretation of how light's wavelength changes in different media and a fundamental misunderstanding of the relationship between normal force and the angle of an inclined plane."
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Mistral-7B-Instruct-v0.2_0.jsonl

@@ -0,0 +1,50 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a mixed understanding of Newton's Laws, with specific areas of confusion particularly in the application of the Third Law and the relationship between mass, acceleration, and gravitational forces.",
+      "thinking_pattern": "It applies conceptual reasoning to motion problems but tends to oversimplify or overcomplicate interactions, leading to incorrect conclusions. It incorrectly correlates net force with acceleration and sometimes includes unnecessary variables in problem-solving.",
+      "strength": "It correctly identifies the independence of the Moon's rotation and revolution in relation to gravitational forces and the need for mass and acceleration in calculating force.",
+      "weakness": "There is confusion between gravitational and electric forces, incorrect reasoning about the acceleration of vehicles of different masses, and an assumption that gravitational acceleration remains constant regardless of altitude. Misunderstands the application of Newton's second law in the context of the elevator problem, incorrectly adding height as a necessary variable."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a basic to good grasp of electromagnetic theory but struggles with the application of Coulomb's law, concepts of electric force, and shows fundamental misunderstandings in electric circuits and charge conservation.",
+      "thinking_pattern": "It shows a methodical approach in some problem-solving scenarios but tends to overlook the independence of electric force from mass, sometimes misapplies fundamental equations, and misunderstands the relationship between physical quantities in electromagnetic contexts.",
+      "strength": "It correctly identifies that the electric force between two charged balls remains unchanged when the mass of one ball is altered and accurately applies the force equation for a charged particle in an electric field.",
+      "weakness": "It incorrectly rationalizes unchanged electric force by considering changes in distance due to mass and believes that the flow of electrons through a circuit alters the net charge of the circuit elements. Incorrectly identifies the change in wavelength without recognizing the simultaneous change in speed when light enters a different medium."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student struggles with the application of thermodynamics principles, showing a lack of understanding in heat transfer during isothermal processes and principles of thermal equilibrium and kinetic theory.",
+      "thinking_pattern": "It misapplies the first law of thermodynamics, tends to ignore the significance of material properties on thermal processes, and incorrectly correlates thermal equilibrium with differences in kinetic energy due to molecular mass. Misinterprets the relationship between temperature, volume, and pressure in the context of the ideal gas law.",
+      "strength": "",
+      "weakness": "It incorrectly concludes that heat was removed from the gas during an isothermal expansion, failed to recognize the role of water's higher thermal conductivity in heat loss, and mistakenly believes that at thermal equilibrium, gases of different molar masses have different average kinetic energies. Incorrectly assumes the intercept of a temperature-volume graph for an ideal gas would not be zero."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student demonstrates a mixed understanding of wave phenomena, with misconceptions in the behavior of images formed by lenses and the independence of wave speed and frequency.",
+      "thinking_pattern": "It demonstrates misconceptions about the relationship between object distance, image characteristics, lens focal length, and consistently misapplies concepts related to wave behavior in different media.",
+      "strength": "It correctly identified the method to measure the wavelength of a sound wave and applies the formula c = \u03bbf to find the frequency of ultraviolet light. Correctly identifies that images produced by convex lenses can be both real and virtual.",
+      "weakness": "It incorrectly predicts the behavior of an image as a lens is moved closer to an object and reasoned that the speed of a sound wave changes with frequency. Misunderstands the effect of a medium change on wave speed and wavelength, ignoring the change in speed."
+    },
+    "Conceptual Reasoning in Physics": {
+      "overview": "The student demonstrates a mixed level of conceptual reasoning across different areas of physics, with strengths in some areas and significant misconceptions in others.",
+      "thinking_pattern": "It shows an ability to apply conceptual reasoning and direct formulas to solve problems in some contexts but exhibits misconceptions, incorrect applications of principles, and sometimes overlooks the need for a deeper understanding. Often uses correct reasoning but arrives at incorrect conclusions due to fundamental misunderstandings.",
+      "strength": "It effectively separates the concepts of rotation and revolution in a gravitational context, correctly applied conceptual reasoning to identify the method for measuring the wavelength of a sound wave, identifies the relationship between surface charge density and the electric field near the surface of a charged object, and correctly applies conceptual reasoning in the context of wave phenomena. Able to apply conceptual reasoning to correctly identify the nature of images produced by lenses.",
+      "weakness": "It struggles with the application of conceptual reasoning in electromagnetism, thermodynamics, and frequently misapplies or misunderstands fundamental physics concepts, especially in scenarios requiring the integration of multiple concepts. Fails to apply correct conceptual reasoning in the context of the oil drop experiment and the ideal gas law."
+    },
+    "Vector Analysis Understanding": {
+      "overview": "The student lacks a fundamental understanding of vector addition and the conditions for vector cancellation and demonstrates a misunderstanding of vector analysis in the context of forces.",
+      "thinking_pattern": "It demonstrates a logical fallacy in reasoning about vector properties and operations and shows a linear approach to problem-solving, neglecting the vector nature of forces and their effects on acceleration.",
+      "strength": "",
+      "weakness": "It incorrectly concluded that it is not possible for the sum of two non-zero vectors to be zero and fails to consider the vector nature of forces when analyzing the possible accelerations of an object subjected to multiple forces, revealing a misunderstanding of vector addition and the concept of equilibrium."
+    },
+    "Problem-Solving Strategy": {
+      "overview": "The student demonstrates a consistent yet inconsistent approach to problem-solving, relying heavily on formulaic solutions but inconsistently applies problem-solving strategies across different physics domains.",
+      "thinking_pattern": "It often resorts to directly applying formulas without fully considering the conceptual or contextual implications and shows a tendency to jump to conclusions without thoroughly analyzing the problem or considering all relevant principles. Shows a tendency to select additional, unnecessary information when solving problems.",
+      "strength": "It is capable of correctly identifying and applying relevant formulas to solve physics problems and successfully applies a correct problem-solving strategy in the context of wave phenomena. Correctly applies problem-solving strategies to calculate time using torque and moment of inertia.",
+      "weakness": "It sometimes misapplies concepts or overlooks the need for a deeper conceptual understanding to accurately solve problems and demonstrates a lack of a systematic approach to problem-solving in several instances, leading to incorrect conclusions. Incorporates irrelevant variables into problem-solving processes, such as height in the elevator tension problem."
+    },
+    "Misinterpretation of Experimental Results": {
+      "overview": "The student struggles with interpreting and applying experimental data correctly.",
+      "thinking_pattern": "It shows a tendency to misinterpret or overlook the significance of experimental results and their implications.",
+      "strength": "",
+      "weakness": "Incorrectly interprets the oil drop experiment's charge measurements, showing a misunderstanding of quantized charge values."
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Mistral-7B-Instruct-v0.2_1.jsonl

@@ -0,0 +1,50 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a mixed understanding of Newton's Laws, showing foundational knowledge but facing challenges in accurate application, especially in complex scenarios.",
+      "thinking_pattern": "It tends to oversimplify, misinterpret the relationship between force, mass, and acceleration, and overcomplicate problems by including unnecessary variables, often confusing net force with individual force magnitudes.",
+      "strength": "It correctly identifies scenarios where Newton's Laws are applicable and the need for force and mass in calculating tension, showcasing a grasp of these laws in specific contexts.",
+      "weakness": "It misinterprets the concept of action-reaction pairs, struggles with the application of Newton's Second Law, particularly with different masses and in the context of the cart's motion, and misunderstands the application of Newton's second law by unnecessarily incorporating height in the elevator problem."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a basic to limited grasp of electromagnetic interactions, facing challenges in accurately applying these concepts.",
+      "thinking_pattern": "It correctly applies Coulomb's law for static charges and shows a methodical approach but struggles with predicting outcomes when variables such as mass are altered, shows confusion between concepts of charge quantization and electromagnetic theory, and misunderstands the flow of electrons in a circuit.",
+      "strength": "It excels in problems involving the motion of charged particles in electric and magnetic fields, demonstrating a clear understanding of Coulomb's law.",
+      "weakness": "It misunderstands the influence of mass on electric force, occasionally misinterprets the application of electromagnetic concepts to real-world scenarios, incorrectly believes that the flow of electrons through a circuit alters the net charge of the system, and incorrectly rejects a charge value based on a misunderstanding of the oil drop experiment's implications."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student shows misunderstanding in the application of thermodynamics principles, particularly in heat transfer and the principles of heat exchange.",
+      "thinking_pattern": "It incorrectly equates work done by the gas to heat removal from the gas, tends to ignore the specific properties of materials in heat transfer, incorrectly correlates thermal equilibrium with differences in kinetic energy due to molecular mass, and misinterprets the relationship between temperature, volume, and pressure in an ideal gas.",
+      "strength": "",
+      "weakness": "It incorrectly concludes that heat was removed from the gas during isothermal expansion, fails to recognize the significance of water's higher thermal conductivity compared to air, mistakenly believes that at thermal equilibrium, gases of different molar masses have different average kinetic energies, and incorrectly assumes the slope of a temperature-volume graph for an ideal gas is inversely proportional to pressure and that the y-intercept is not zero."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student demonstrates a mixed understanding of wave phenomena, showing strength in certain areas but struggling with others.",
+      "thinking_pattern": "It demonstrates a logical approach to problem-solving in sound waves but holds misconceptions about the behavior of images formed by convex lenses, correctly uses the formula relating speed, frequency, and wavelength, and correctly identifies that frequency remains constant when light enters a different medium but fails to apply this knowledge correctly.",
+      "strength": "It accurately describes methods to measure wave properties, such as wavelength, and accurately calculates the frequency of ultraviolet light using the correct formula, and understands that frequency remains constant across mediums.",
+      "weakness": "It incorrectly predicts the behavior of an image through a convex lens and incorrectly concludes that only the wavelength changes when light enters a glass pane, overlooking the change in speed."
+    },
+    "Conceptual Reasoning in Physics": {
+      "overview": "The student engages with physics concepts on a fundamental level but struggles with accurate application and deep conceptual reasoning across different domains.",
+      "thinking_pattern": "It often approaches problems by directly applying physical laws or memorized formulas but sometimes fails to consider all relevant factors or the conceptual basis, leading to incorrect conclusions, tends to apply concepts correctly in familiar contexts but struggles with more complex or nuanced scenarios.",
+      "strength": "It demonstrates a clear effort to reason through problems using fundamental physics principles and can sometimes accurately connect physical concepts to the problems at hand, showing a good base for conceptual understanding and correctly applies conceptual reasoning in the context of wave phenomena, and correctly identifies that convex lenses can produce both real and virtual images.",
+      "weakness": "It occasionally misapplies physical laws or overlooks key aspects of a problem, particularly in more complex or less intuitive scenarios, and struggles with deeper conceptual reasoning in areas of Newton's laws, electromagnetic theory, and thermodynamics, leading to several misconceptions."
+    },
+    "Critical Analysis and Problem-Solving": {
+      "overview": "The student shows an ability to engage with problems at a surface level but lacks deeper critical analysis and problem-solving skills in complex scenarios.",
+      "thinking_pattern": "It tends to choose answers based on a superficial understanding of concepts or approach problems linearly, showing difficulty in applying deeper critical thinking and sometimes missing nuances, often jumps to conclusions without fully analyzing the problem or considering all relevant factors.",
+      "strength": "It can identify correct approaches in straightforward scenarios and is capable of following through with problem-solving processes once a path is identified, successfully solves problems where a direct application of formulas is appropriate, such as in wave phenomena, and able to solve straightforward problems with direct application of formulas.",
+      "weakness": "It lacks the ability to critically analyze problems that require understanding the underlying principles and applying them to less direct or more complex scenarios, occasionally overlooking critical information, and fails to critically analyze problems that require a deeper conceptual understanding, leading to incorrect solutions in several instances, and lacks depth in analysis, leading to incorrect conclusions in more complex problems."
+    },
+    "Accuracy in Applying Mathematical Formulas": {
+      "overview": "The student is generally proficient in applying mathematical formulas to physics problems but sometimes makes errors in calculation or in selecting the appropriate formula.",
+      "thinking_pattern": "It shows a preference for direct application of formulas over conceptual understanding, which leads to errors when the problem requires a deeper understanding and seems to rely heavily on memorized formulas, correctly applies formulas in some instances but makes critical errors in others due to conceptual misunderstandings.",
+      "strength": "It is adept at manipulating equations and performing calculations in straightforward scenarios, accurately applies mathematical formulas in straightforward applications, such as calculating the frequency of light, and correctly applies the formula for calculating time to bring a spinning sphere to rest.",
+      "weakness": "It sometimes chooses incorrect formulas or misinterprets the conditions of a problem, leading to errors in application, and misapplies formulas when the problem requires an understanding of the underlying physics principles, leading to incorrect answers, and misapplies formulas by incorporating unnecessary variables or misunderstanding the physical context."
+    },
+    "Understanding of Real and Virtual Images": {
+      "overview": "The student correctly understands the nature of real and virtual images produced by lenses.",
+      "thinking_pattern": "Able to distinguish between conditions that produce real versus virtual images.",
+      "strength": "Accurately identifies that convex lenses can produce both real and virtual images based on object placement.",
+      "weakness": ""
+    }
+  }

dataset/mmlu/cards/high_school_physics/high_school_physics_Mixtral-8x7B-Instruct-v0.1_0.jsonl

@@ -0,0 +1,57 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a foundational understanding of Newton's Laws but struggles with complex applications and dynamic scenarios.",
+      "thinking_pattern": "It applies Newton's Laws correctly in straightforward scenarios but struggles with complex applications, particularly in understanding action-reaction pairs and the implications of these laws in systems with multiple objects. It tends to oversimplify the interaction of forces within a system and has difficulty identifying correct action-reaction pairs in complex scenarios.",
+      "strength": "It correctly identified the application of Newton's Third Law in simple contexts, such as the scenario with two people on an ice-covered pond and the tension in the elevator problem.",
+      "weakness": "It misunderstood the application of Newton's Laws in the context of forces and accelerations, particularly in calculating the effects of forces on objects of different masses, and incorrectly believes that the normal force does not change with the angle of an inclined plane. It also struggles with identifying correct action-reaction pairs, particularly in scenarios involving multiple objects or forces."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student demonstrates a solid yet partial grasp of basic electromagnetic principles, with struggles in specific scenario applications.",
+      "thinking_pattern": "It shows a pattern of correct identification of general principles, consistently applies the right-hand rule, understands the effects of magnetic fields on moving charges, and correctly applies the principle of charge conservation in electrical circuits. However, it shows confusion in applying concepts of electric fields and potential difference, leading to incorrect conclusions.",
+      "strength": "It correctly identified the type of electromagnetic radiation with the longest wavelength, accurately describes the effect of a magnetic field on a moving charge, and correctly identifies that the net charge in a circuit remains unchanged after a light bulb is lit.",
+      "weakness": "It struggled with the application of electromagnetic theory principles in the context of charged particles in electric fields and incorrectly reasons about the effect of changes in velocity and mass on the distance traveled by a charged particle. It incorrectly believes that the presence of external charges affects the net electric flux through a closed surface and struggles with the application of electric field concepts to calculate potential difference."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student shows a reasonable to strong understanding of thermodynamics principles but exhibits misconceptions, particularly in the application of these principles.",
+      "thinking_pattern": "It tends to correctly understand the conservation of energy and focuses on kinetic energy and molecular interactions but may overcomplicate or misinterpret the direct relationship between variables governed by thermodynamics laws. It correctly applies the first law of thermodynamics to isothermal processes.",
+      "strength": "It correctly reasoned about the conversion of gravitational potential energy to kinetic and thermal energy on a rough incline and identifies that energy transfer through collisions leads to thermal equilibrium between hot water and cold alcohol. It accurately understands the relationship between work done by gas and heat transfer in an isothermal expansion.",
+      "weakness": "It showed a potential misunderstanding of the detailed mechanisms of energy transformation and fails to recognize the direct relationship between the cube of the circumference of a balloon and temperature."
+    },
+    "Quantum Mechanics Concepts": {
+      "overview": "The student correctly understands the relationship between mass, charge, and the radius of a particle's path in a magnetic field.",
+      "thinking_pattern": "It effectively applies the concept of charge-to-mass ratio in determining the behavior of particles in a magnetic field.",
+      "strength": "It correctly identifies the isotope that would result in the largest circular path in a magnetic field, demonstrating a good understanding of the principles governing charged particles' motion.",
+      "weakness": ""
+    },
+    "Problem-Solving Approach": {
+      "overview": "The student demonstrates a consistent and methodical approach to problem-solving, showing strength in some areas while struggling in others, and occasionally misapplies physical laws.",
+      "thinking_pattern": "It exhibits a tendency to directly apply formulas without fully considering the conceptual implications of the problem at hand, shows inconsistency in problem-solving, and selects direct cause-and-effect relationships without fully considering all system dynamics. It tends to use direct application of formulas but struggles with conceptual reasoning in unfamiliar contexts.",
+      "strength": "It is adept at identifying the relevant formulas for a given problem, as seen in its correct application of the mirror formula and lens equations, and successfully applies the correct formulas and principles to solve problems accurately, particularly in electromagnetism and Newtonian mechanics.",
+      "weakness": "It sometimes misapplies formulas or overlooks the need for conceptual understanding to correctly apply them, struggles with applying Newton's laws and thermodynamics principles correctly, leading to incorrect conclusions. It occasionally selects incorrect cause-and-effect relationships and shows difficulty in adapting problem-solving strategies to complex or unfamiliar physics scenarios."
+    },
+    "Conceptual Reasoning in Physics": {
+      "overview": "The student demonstrates strong conceptual reasoning with occasional lapses in complex areas, showing varied levels of understanding across different physics domains.",
+      "thinking_pattern": "It tends to rely on direct application of concepts and formulas, which works well in straightforward scenarios but leads to errors in more complex situations, demonstrating an ability to grasp concepts correctly in some areas while showing significant gaps in others. It demonstrates an ability to engage in conceptual reasoning but often arrives at incorrect conclusions due to misconceptions.",
+      "strength": "It shows an ability to reason through problems using fundamental physics principles, particularly in electromagnetism and mechanics. It can articulate reasoning behind certain physics concepts correctly.",
+      "weakness": "It struggles with applying conceptual reasoning to complex wave phenomena and thermodynamics, and has significant gaps in understanding Newton's laws and thermodynamics. It frequently misapplies concepts, indicating gaps in understanding."
+    },
+    "Understanding of Force Dynamics": {
+      "overview": "The student has a moderate understanding of how forces interact and change in dynamic situations, with room for improvement.",
+      "thinking_pattern": "It tends to view forces as static and unchanging, even in scenarios where dynamics play a crucial role, and tends to misinterpret the balance and direction of forces in dynamic systems. It shows an inclination to directly apply Newton's laws but often misinterprets the dynamics of forces in action.",
+      "strength": "It has a basic grasp of how forces act in some scenarios.",
+      "weakness": "It incorrectly believes that the normal force remains constant regardless of the inclination of the plane, showing a misunderstanding of dynamic force interactions. It incorrectly assesses the dynamics of forces in the horse-cart system, misunderstanding the role of static friction and action-reaction pairs, and struggles with accurately identifying and applying the principles of force dynamics in complex situations."
+    },
+    "Application of Gravitational Concepts": {
+      "overview": "The student shows a good understanding of gravitational concepts, accurately calculating gravitational fields and acceleration.",
+      "thinking_pattern": "It correctly applies the formula for gravitational acceleration, considering the effects of planetary mass and radius.",
+      "strength": "It accurately calculates the gravitational field of Mars and the gravitational acceleration experienced by the Space Shuttle.",
+      "weakness": ""
+    },
+    "Integration of Physics Principles": {
+      "overview": "The student struggles to integrate multiple physics principles in problem-solving.",
+      "thinking_pattern": "It often isolates concepts rather than considering them as part of a cohesive whole, leading to errors.",
+      "strength": "",
+      "weakness": "It fails to recognize the interplay between different physics principles, such as the relationship between wave properties and tension or fluid dynamics principles."
+    }
+  }
+  

dataset/mmlu/cards/high_school_physics/high_school_physics_Mixtral-8x7B-Instruct-v0.1_1.jsonl

@@ -0,0 +1,56 @@
+{
+    "Newton's Laws Mastery": {
+      "overview": "The student has a partial understanding of Newton's laws, with specific confusion around action-reaction pairs and dynamics.",
+      "thinking_pattern": "It applies principles directly in contexts like tension in cables but shows confusion with action-reaction pairs, indicating a misunderstanding of dynamic force interactions. It tends to misinterpret the action-reaction pair concept, leading to incorrect conclusions about forces in motion.",
+      "strength": "It correctly identifies the need for mass and acceleration to determine tension, showing a grasp of Newton's second law in specific contexts.",
+      "weakness": "It incorrectly interprets the application of forces between two masses and believes the normal force does not change with the angle of an inclined plane. It incorrectly concludes that the forward force of the horse on the cart must be greater than the backward force of the cart on the horse for acceleration, revealing a fundamental misunderstanding of dynamic situations and the equal and opposite reaction principle."
+    },
+    "Electromagnetic Theory Understanding": {
+      "overview": "The student has a foundational yet partial understanding of electromagnetic theory, struggling with specific applications and complex interactions.",
+      "thinking_pattern": "It correctly ranks electromagnetic waves by energy and uses relevant formulas but struggles with the application of electromagnetic principles in the context of charged particles. It demonstrates a tendency to oversimplify complex interactions, leading to inaccuracies in understanding the principles of electric flux and field.",
+      "strength": "It accurately describes the effect of a magnetic field on a moving charge and understands that the net charge does not change when a circuit is completed. It correctly identifies the relationship between surface charge density and electric field close to the surface.",
+      "weakness": "Misapplies the principles governing the motion of charged particles in electric fields and misunderstands the universality of Gauss's law regarding electric flux through a closed surface, indicating a misunderstanding of electromagnetic force effects. It demonstrates a fundamental misunderstanding of how to calculate work done on a capacitor."
+    },
+    "Thermodynamics Principles Application": {
+      "overview": "The student demonstrates an understanding of thermodynamics, particularly in energy transfer and heat transfer mechanisms, but shows gaps in understanding the ideal gas law and struggles with the application of thermodynamics principles in certain contexts.",
+      "thinking_pattern": "It tends to focus on macroscopic effects and incorrectly applies the ideal gas law, suggesting a misunderstanding of temperature's effect on volume. It applies logical reasoning to differentiate between the effects of molecular density on heat transfer in different mediums and correctly correlates work done and heat transfer in thermodynamic processes.",
+      "strength": "It correctly identifies the mechanism of energy transfer between hot water and cold alcohol, indicating a good understanding of thermodynamic equilibrium and accurately explains the increased rate of heat transfer in water compared to air due to molecular density. It accurately understands the relationship between work done and heat transfer during an isothermal expansion.",
+      "weakness": "Incorrectly predicts the effect of temperature on gas volume, misunderstands the comparison of properties between gases, and incorrectly identifies the direction of heat transfer in a counterclockwise P-V cycle."
+    },
+    "Wave Phenomena Analysis": {
+      "overview": "The student demonstrates a correct understanding of light behavior through lenses and sound waves but struggles with the application of wave phenomena in other contexts.",
+      "thinking_pattern": "It correctly applies geometric optics principles but may not fully grasp underlying wave phenomena, applying general trends without considering specific optical principles. It shows an ability to apply theoretical knowledge to practical measurement techniques but incorrectly applies the relationship between physical properties and wave phenomena.",
+      "strength": "Correctly predicts the characteristics of images formed by bi-convex lenses, indicating a solid understanding of geometric optics and correctly identifies a practical method for measuring the wavelength of a sound wave, showing a good understanding of wave properties and resonance.",
+      "weakness": "It incorrectly predicts the behavior of an image as a lens is moved closer to an object, showing a lack of understanding of the lens formula and image formation. It fails to correctly identify how changes in tension affect wave speed and wavelength, showing a gap in understanding wave phenomena."
+    },
+    "Problem-Solving Approach": {
+      "overview": "The student demonstrates a methodical and consistent approach to problem-solving across different physics domains, though it occasionally relies on incorrect or incomplete conceptual understandings.",
+      "thinking_pattern": "It tends to apply formulas and principles directly, sometimes without a full grasp of the underlying concepts, leading to errors in reasoning. It struggles with conceptual reasoning in more complex scenarios and varies in effectiveness, being correct in thermodynamics but flawed in other areas.",
+      "strength": "Shows an ability to methodically apply formulas and principles to solve physics problems, successfully applying correct reasoning in various domains and effectively manipulating equations. It is effective in applying thermodynamics principles to solve problems.",
+      "weakness": "Occasionally misapplies concepts due to gaps in understanding, leading to incorrect conclusions, especially in wave phenomena, thermodynamics, and overlooks the need for a deeper understanding of the problem context. It struggles with applying correct formulas and principles in physics, leading to errors in problem-solving."
+    },
+    "Conceptual Reasoning in Physics": {
+      "overview": "The student shows a mixed level of conceptual reasoning across different areas of physics, excelling in some while struggling in others.",
+      "thinking_pattern": "It tends to apply correct principles but sometimes lacks the depth of understanding necessary for accurate application, especially in more complex scenarios. It demonstrates a pattern of correct application of physics concepts in familiar contexts but struggles with more abstract or complex scenarios.",
+      "strength": "It demonstrates strong conceptual reasoning in electromagnetic theory and Newton's laws, accurately applying these concepts to solve problems and correctly identifies the nature of forces in uniform circular motion. It shows strong reasoning in thermodynamics and wave phenomena, correctly applying concepts to explain real-world phenomena.",
+      "weakness": "It struggles with the conceptual reasoning required for correct analysis in wave phenomena, certain thermodynamics principles, and dynamics, particularly in understanding the relationship between forces, motion, and energy. It exhibits conceptual misunderstandings in electromagnetic theory and Newton's laws, leading to incorrect conclusions. Has misconceptions about fundamental physics concepts, particularly in Newton's laws and wave phenomena."
+    },
+    "Understanding of Ideal Gas Law": {
+      "overview": "The student demonstrates a misunderstanding of the ideal gas law's implications on the relationship between gas volume and temperature but correctly applies it in certain contexts.",
+      "thinking_pattern": "It incorrectly concludes that the relationship between the volume (or circumference cubed) of a gas and temperature cannot be determined without additional information but accurately connects work, heat, and temperature in the context of the ideal gas law.",
+      "strength": "Correct application of the ideal gas law in an isothermal process.",
+      "weakness": "It fails to correctly apply the ideal gas law to predict the behavior of a helium-filled balloon under varying temperature conditions, missing the direct proportionality between volume and temperature."
+    },
+    "Application of Gravitational Concepts": {
+      "overview": "The student accurately applies gravitational concepts to calculate the gravitational field at the surface of Mars.",
+      "thinking_pattern": "It demonstrates a methodical approach to applying universal gravitational principles to specific planetary conditions.",
+      "strength": "It correctly uses the formula for gravitational field strength, adjusting for the mass and radius of Mars, to find the closest answer.",
+      "weakness": ""
+    },
+    "Quantitative Reasoning in Physics": {
+      "overview": "The student struggles with quantitative analysis in physics problems.",
+      "thinking_pattern": "Frequently misapplies formulas and misunderstands the quantitative relationships between physical quantities.",
+      "strength": "",
+      "weakness": "It demonstrates difficulty in correctly applying formulas and performing calculations, leading to quantitative errors."
+    }
+  }