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[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's mouth is also adapted for bottom feeding?\nContext: 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.\nChoices: discus, armored catfish\nAnswer:1) discus\n2) armored catfish\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of the following could Wendy's test show?\nContext: 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. Wendy 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, Wendy 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.\nChoices: 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\nAnswer:1) whether producing more insulin would help the bacteria grow faster\n2) whether different types of bacteria would need different nutrients to produce insulin\n3) whether she added enough nutrients to help the bacteria produce 20% more insulin\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Chicago.\nChicago is known as The Windy City. But on average, the wind there only blows at about 10 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.\nChoices: weather, climate\nAnswer:1) weather\n2) climate\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's feet are also adapted for grabbing prey?\nContext: Bald eagles eat fish, mammals, and other birds. The 's feet are adapted for grabbing prey.\nFigure: bald eagle.\nChoices: sable, New Zealand falcon\nAnswer:1) sable\n2) New Zealand falcon\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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 · 1000\n= 1.43 x 10^15 · 10^3\n= 1.43 x 10^(15 + 3)\n= 1.43 x 10^18\n\nQuestion: 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.\nContext: Use the data to answer the question below.\nChoices: true, false\nAnswer:1) true\n2) false\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Massachusetts?\nContext: \nChoices: Plymouth, Albany, Wichita, Boston\nAnswer:1) Plymouth\n2) Albany\n3) Wichita\n4) Boston\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is Lithops bromfieldii made up of many cells?\nContext: This organism is Lithops bromfieldii. It is a member of the plant kingdom.\nLithops bromfieldii lives in South Africa. Each L. bromfieldii is made up of two brown or gray leaves. Because of its unusual appearance, L. bromfieldii is sometimes called a living stone.\nChoices: yes, no\nAnswer:1) yes\n2) no\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which bird's beak is also adapted to tear through meat?\nContext: Red-tailed hawks eat fish, mammals, and other birds. The shape of the 's beak is adapted to tear through meat.\nFigure: red-tailed hawk.\nChoices: sand martin, Cape vulture\nAnswer:1) sand martin\n2) Cape vulture\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of these states is farthest north?\nContext: \nChoices: Alabama, Idaho, South Carolina, Oklahoma\nAnswer:1) Alabama\n2) Idaho\n3) South Carolina\n4) Oklahoma\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property do these three objects have in common?\nContext: Select the best answer.\nChoices: bouncy, hard, soft\nAnswer:1) bouncy\n2) hard\n3) soft\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Tyrone and Quincy's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTyrone placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tyrone launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Quincy measured the distance between the catapult and the place where the ball hit the ground. Tyrone and Quincy repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.\nChoices: Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?, Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\nAnswer:1) Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?\n2) Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's mouth is also adapted for bottom feeding?\nContext: 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.\nChoices: clown triggerfish, sturgeon\nAnswer:1) clown triggerfish\n2) sturgeon\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property do these two objects have in common?\nContext: Select the better answer.\nChoices: salty, sour\nAnswer:1) salty\n2) sour\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Based on the arrows, which of the following organisms is a consumer?\nContext: 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.\nChoices: barren-ground caribou, bear sedge\nAnswer:1) barren-ground caribou\n2) bear sedge\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.\nContext: 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.\nChoices: 1:3, 2:2, 4:0, 3:1, 0:4\nAnswer:1) 1:3\n2) 2:2\n3) 4:0\n4) 3:1\n5) 0:4\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Reba and Donald's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nReba 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 Donald timed each ride. Reba and Donald 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.\nChoices: Does Reba'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 Reba's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?\nAnswer:1) Does Reba'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?\n2) Does Reba's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: Which term matches the picture?\nContext: Read the text.\nYou may think of the human skeleton as one big collection of bones (206 to be exact), but it actually consists of two parts: the axial skeleton and the appendicular skeleton. The axial skeleton is made up of the bones and cartilage of the head and torso, including the skull, vertebral column, and rib cage. It protects most of our vital organs, like the brain and heart, and supports the weight of our bodies. In contrast, the bones in our appendicular skeleton allow us to move. They include the bone and cartilage in our limbs, like the bones in our arms and feet.\nChoices: appendicular skeleton, axial skeleton\nAnswer:1) appendicular skeleton\n2) axial skeleton\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Malaysia.\nMalaysia is located in Southeast Asia. The arrival of a storm brought dark clouds on the first day of June.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices: climate, weather\nAnswer:1) climate\n2) weather\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Lhasa.\nLhasa is a city in the high mountains of Tibet. The winds there were blowing at 30 miles per hour this morning.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices: climate, weather\nAnswer:1) climate\n2) weather\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: 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.\nContext: Use the data to answer the question below.\nChoices: false, true\nAnswer:1) false\n2) true\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Select the bird below.\nContext: Birds have feathers, two wings, and a beak. A woodpecker is an example of a bird.\nChoices: gray tree frog, pelican\nAnswer:1) gray tree frog\n2) pelican\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which bird's beak is also adapted to crack large, hard nuts?\nContext: 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.\nChoices: blue rock pigeon, Alexandrine parakeet\nAnswer:1) blue rock pigeon\n2) Alexandrine parakeet\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Complete the sentence.\n is what happens when pollen lands on a female cone.\nContext: Male cones make pollen. Wind can blow pollen from a male cone to a female cone.\nChoices: Fertilization, Pollination, Photosynthesis\nAnswer:1) Fertilization\n2) Pollination\n3) Photosynthesis\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property do these three objects have in common?\nContext: Select the best answer.\nChoices: stretchy, transparent, rough\nAnswer:1) stretchy\n2) transparent\n3) rough\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: Which term matches the picture?\nContext: Read the text.\nWhen a substance goes through a physical change, its form or shape changes, but its chemical composition does not. For example, when water freezes and becomes a solid, its form changes, but it is still made up of the same molecules. In a chemical change, by contrast, one or more of the molecules in a substance changes. For example, when vinegar is mixed with baking soda, water and carbon dioxide molecules form.\nChoices: chemical change, physical change\nAnswer:1) chemical change\n2) physical change\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is Chelonoidis nigra made up of many cells?\nContext: This organism is Chelonoidis nigra. It is a member of the animal kingdom.\nChelonoidis nigra is commonly called a Galápagos giant tortoise. These large tortoises live on the Galápagos Islands. When Spanish sailors arrived at these islands in the 1530s, about 200,000 Galápagos giant tortoises lived on the islands. The Spanish sailors named the islands after a Spanish word for tortoise, galápago.\nChoices: no, yes\nAnswer:1) no\n2) yes\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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° 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° 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°E and 180°W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nQuestion: Which of these continents does the equator intersect?\nContext: \nChoices: North America, Australia, Africa\nAnswer:1) North America\n2) Australia\n3) Africa\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: New Hampshire, Iowa, Massachusetts, Vermont\nAnswer:1) New Hampshire\n2) Iowa\n3) Massachusetts\n4) Vermont\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: 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.\nChoices: sample A, neither; the samples have the same temperature, sample B\nAnswer:1) sample A\n2) neither; the samples have the same temperature\n3) sample B\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Oklahoma.\nLarge thunderstorms, called supercells, often bring large clouds. Oklahoma often experiences violent storms during the summer 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.\nChoices: weather, climate\nAnswer:1) weather\n2) climate\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Rob's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nRob 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. Rob 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.\nChoices: 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?\nAnswer:1) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?\n2) Do steel nails take fewer days to rust in water compared to vinegar?\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Based on the bubble map, what does the quotation \"Vanity, not love, has been my folly\" show?\nContext: This bubble map shows traits of characters from Pride and Prejudice by Jane Austen. It also includes quotations from the characters that show these traits.\nChoices: Darcy is stubborn., Elizabeth is judgmental.\nAnswer:1) Darcy is stubborn.\n2) Elizabeth is judgmental.\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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° 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° 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°E and 180°W.\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nQuestion: Which of these oceans does the prime meridian intersect?\nContext: \nChoices: the Indian Ocean, the Arctic Ocean, the Pacific Ocean\nAnswer:1) the Indian Ocean\n2) the Arctic Ocean\n3) the Pacific Ocean\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What can Rebecca and Damon trade to each get what they want?\nContext: 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.\nRebecca and Damon open their lunch boxes in the school cafeteria. Neither Rebecca nor Damon 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.\nRebecca's lunch Damon's lunch\nChoices: Damon can trade his almonds for Rebecca's tomatoes., Rebecca can trade her tomatoes for Damon's broccoli., Rebecca can trade her tomatoes for Damon's carrots., Damon can trade his broccoli for Rebecca's oranges.\nAnswer:1) Damon can trade his almonds for Rebecca's tomatoes.\n2) Rebecca can trade her tomatoes for Damon's broccoli.\n3) Rebecca can trade her tomatoes for Damon's carrots.\n4) Damon can trade his broccoli for Rebecca's oranges.\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of North Carolina?\nContext: \nChoices: Raleigh, Charlotte, Cincinnati, Nampa\nAnswer:1) Raleigh\n2) Charlotte\n3) Cincinnati\n4) Nampa\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's body is better adapted for protection against a predator with sharp teeth?\nContext: Nautiluses live in the ocean. They have a hard outer shell.\nThe is adapted to protect itself from predators with sharp teeth. It can pull the soft parts of its body into its shell when attacked.\nFigure: nautilus.\nChoices: queen conch, collared dove\nAnswer:1) queen conch\n2) collared dove\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Wyoming?\nContext: \nChoices: Salem, Anchorage, Laramie, Cheyenne\nAnswer:1) Salem\n2) Anchorage\n3) Laramie\n4) Cheyenne\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: What is the direction of this push?\nContext: A child presses a button in an elevator. He uses a force to push the button with his finger.\nChoices: toward his finger, away from his finger\nAnswer:1) toward his finger\n2) away from his finger\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which statement describes the Gobi Desert ecosystem?\nContext: Figure: Gobi Desert.\nThe Gobi Desert is a cold desert ecosystem located in northern China and southern Mongolia. This desert is next to the Himalayan Mountains and used to be part of the Mongol Empire.\nChoices: It has warm summers and mild winters., It has a small amount of rain or snow.\nAnswer:1) It has warm summers and mild winters.\n2) It has a small amount of rain or snow.\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Wisconsin?\nContext: \nChoices: Jefferson City, Milwaukee, Nashville, Madison\nAnswer:1) Jefferson City\n2) Milwaukee\n3) Nashville\n4) Madison\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of the following could Kenneth's test show?\nContext: 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\nKenneth 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, Kenneth 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.\nChoices: 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\nAnswer:1) how steady a parachute with a 1 m vent was at 200 km per hour\n2) whether a parachute with a 1 m vent would swing too much at 400 km per hour\n3) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: What is the expected ratio of offspring with fuzzy leaves to offspring with smooth leaves? Choose the most likely ratio.\nContext: In a group of summer squash plants, some individuals have fuzzy leaves and others have smooth leaves. In this group, the gene for the leaf texture trait has two alleles. The allele for fuzzy leaves (L) is dominant over the allele for smooth leaves (l).\nThis Punnett square shows a cross between two summer squash plants.\nChoices: 0:4, 1:3, 4:0, 3:1, 2:2\nAnswer:1) 0:4\n2) 1:3\n3) 4:0\n4) 3:1\n5) 2:2\n\n" }, { "role": "assistant", "content": "4" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of the following could Emilio's test show?\nContext: 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\nEmilio 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. Emilio 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.\nChoices: 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\nAnswer:1) if at least 20% of the park would be shaded by trees in each design\n2) which design would have the least traffic noise in the concert area\n3) which design would have the greatest distance between the concert area and the road\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Tim's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTim 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. Tim 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. Tim 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.\nChoices: 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?\nAnswer:1) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?\n2) Can pennies hold more drops of pure water or water mixed with hand soap?\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: 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.\nChoices: 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.\nAnswer:1) The magnetic force is stronger in Pair 1.\n2) The magnetic force is stronger in Pair 2.\n3) The strength of the magnetic force is the same in both pairs.\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of these states is farthest west?\nContext: \nChoices: Nebraska, Mississippi, Florida, West Virginia\nAnswer:1) Nebraska\n2) Mississippi\n3) Florida\n4) West Virginia\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Colorado?\nContext: \nChoices: Nashville, Laramie, Denver, Boulder\nAnswer:1) Nashville\n2) Laramie\n3) Denver\n4) Boulder\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which trait did Ichthyornis have? Select the trait you can observe in the drawing.\nContext: This drawing shows the skeleton of an ancient animal called Ichthyornis. This drawing was made by looking at the animal's fossils.\nChoices: fur, a short tail\nAnswer:1) fur\n2) a short tail\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is perfume a mineral?\nContext: Perfume has the following properties:\nnot a pure substance\nliquid\nhuman-made\nno fixed crystal structure\nChoices: no, yes\nAnswer:1) no\n2) yes\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: What is the probability that a rabbit produced by this cross will have black fur?\nContext: 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.\nChoices: 4/4, 1/4, 3/4, 0/4, 2/4\nAnswer:1) 4/4\n2) 1/4\n3) 3/4\n4) 0/4\n5) 2/4\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of these states is farthest west?\nContext: \nChoices: Indiana, Missouri, Mississippi, Colorado\nAnswer:1) Indiana\n2) Missouri\n3) Mississippi\n4) Colorado\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: During this time, thermal energy was transferred from () to ().\nContext: 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.\nChoices: the surroundings . . . each aquarium, each aquarium . . . the surroundings\nAnswer:1) the surroundings . . . each aquarium\n2) each aquarium . . . the surroundings\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nQuestion: Which ocean is highlighted?\nContext: \nChoices: the Atlantic Ocean, the Pacific Ocean, the Indian Ocean, the Southern Ocean\nAnswer:1) the Atlantic Ocean\n2) the Pacific Ocean\n3) the Indian Ocean\n4) the Southern Ocean\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which better describes the Monongahela National Forest ecosystem?\nContext: Figure: Monongahela National Forest.\nThe Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West Virginia.\nChoices: It has warm, dry summers. It also has many different types of trees., It has warm, wet summers. It also has only a few types of trees.\nAnswer:1) It has warm, dry summers. It also has many different types of trees.\n2) It has warm, wet summers. It also has only a few types of trees.\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Select the reptile below.\nContext: Reptiles have scaly, waterproof skin. Most reptiles live on land.\nReptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA box turtle is an example of a reptile.\nChoices: leaf-tailed gecko, Banggai cardinalfish, red-eyed tree frog, clownfish\nAnswer:1) leaf-tailed gecko\n2) Banggai cardinalfish\n3) red-eyed tree frog\n4) clownfish\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. A green frog is an example of an amphibian.\nChoices: red-eyed tree frog, robin\nAnswer:1) red-eyed tree frog\n2) robin\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: 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.\nChoices: 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.\nAnswer:1) The magnitude of the magnetic force is smaller in Pair 2.\n2) The magnitude of the magnetic force is smaller in Pair 1.\n3) The magnitude of the magnetic force is the same in both pairs.\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nQuestion: Which continent is highlighted?\nContext: \nChoices: Australia, South America, Antarctica, North America\nAnswer:1) Australia\n2) South America\n3) Antarctica\n4) North America\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Idaho?\nContext: \nChoices: Salt Lake City, Topeka, Boise, Denver\nAnswer:1) Salt Lake City\n2) Topeka\n3) Boise\n4) Denver\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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!\nQuestion: Is gneiss a mineral or a rock?\nContext: Gneiss has the following properties:\nnot a pure substance\nnot made by organisms\nfound in nature\nmade of light and dark mineral grains\nno fixed crystal structure\nsolid\nChoices: mineral, rock\nAnswer:1) mineral\n2) rock\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.\nContext: Use the data to answer the question below.\nChoices: true, false\nAnswer:1) true\n2) false\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which better describes the Kibale National Forest ecosystem?\nContext: Figure: Kibale National Forest.\nKibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa.\nChoices: It has year-round rain. It also has many different types of organisms., It has cold winters. It also has soil that is rich in nutrients.\nAnswer:1) It has year-round rain. It also has many different types of organisms.\n2) It has cold winters. It also has soil that is rich in nutrients.\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Select the amphibian below.\nContext: Amphibians have moist skin and begin their lives in water. A red-eyed tree frog is an example of an amphibian.\nChoices: golden frog, bison\nAnswer:1) golden frog\n2) bison\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: 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.\nChoices: 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.\nAnswer:1) The magnetic force is weaker in Pair 2.\n2) The strength of the magnetic force is the same in both pairs.\n3) The magnetic force is weaker in Pair 1.\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nContext: 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.\nChoices: 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.\nAnswer:1) The strength of the magnetic force is the same in both pairs.\n2) The magnetic force is weaker in Pair 1.\n3) The magnetic force is weaker in Pair 2.\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Alaska?\nContext: \nChoices: Tallahassee, Fairbanks, Anchorage, Juneau\nAnswer:1) Tallahassee\n2) Fairbanks\n3) Anchorage\n4) Juneau\n\n" }, { "role": "assistant", "content": "3" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Arizona?\nContext: \nChoices: Juneau, Phoenix, Reno, Tucson\nAnswer:1) Juneau\n2) Phoenix\n3) Reno\n4) Tucson\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Colorado?\nContext: \nChoices: Boulder, Denver, Cheyenne, Boise\nAnswer:1) Boulder\n2) Denver\n3) Cheyenne\n4) Boise\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property do these three objects have in common?\nContext: Select the best answer.\nChoices: bouncy, fuzzy, sweet\nAnswer:1) bouncy\n2) fuzzy\n3) sweet\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is malachite a mineral?\nContext: Malachite has the following properties:\npure substance\nsolid\nnaturally occurring\nfixed crystal structure\nnot made by living things\nChoices: yes, no\nAnswer:1) yes\n2) no\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Is the following statement about our solar system true or false?\n75% of the planets are made mainly of rock.\nContext: Use the data to answer the question below.\nChoices: false, true\nAnswer:1) false\n2) true\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property do these three objects have in common?\nContext: Select the best answer.\nChoices: opaque, stretchy, fragile\nAnswer:1) opaque\n2) stretchy\n3) fragile\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Uganda.\nUganda is an African country near the equator. It has large forests which are humid during April and May 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.\nChoices: climate, weather\nAnswer:1) climate\n2) weather\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nChoices: Solution A, Solution B, neither; their concentrations are the same\nAnswer:1) Solution A\n2) Solution B\n3) neither; their concentrations are the same\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of these states is farthest west?\nContext: \nChoices: Georgia, Mississippi, Maine, Vermont\nAnswer:1) Georgia\n2) Mississippi\n3) Maine\n4) Vermont\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which solution has a higher concentration of yellow particles?\nContext: The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.\nChoices: neither; their concentrations are the same, Solution B, Solution A\nAnswer:1) neither; their concentrations are the same\n2) Solution B\n3) Solution A\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Oregon?\nContext: \nChoices: Phoenix, Sacramento, Salem, Frankfort\nAnswer:1) Phoenix\n2) Sacramento\n3) Salem\n4) Frankfort\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Oregon?\nContext: \nChoices: Portland, Boston, Salem, Minneapolis\nAnswer:1) Portland\n2) Boston\n3) Salem\n4) Minneapolis\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of these states is farthest north?\nContext: \nChoices: Oregon, Kansas, Mississippi, Illinois\nAnswer:1) Oregon\n2) Kansas\n3) Mississippi\n4) Illinois\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Which better describes the Kaeng Krachan National Park ecosystem?\nContext: Figure: Kaeng Krachan National Park.\nKaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand.\nChoices: It has year-round warm temperatures. It also has many different types of organisms., It has cold winters. It also has many different types of organisms.\nAnswer:1) It has year-round warm temperatures. It also has many different types of organisms.\n2) It has cold winters. It also has many different types of organisms.\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's feet are also adapted for swimming?\nContext: 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.\nChoices: purple gallinule, lava gull\nAnswer:1) purple gallinule\n2) lava gull\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: What evidence of a wildfire does this picture show?\nContext: This picture was taken after a wildfire. A wildfire happens when a natural area catches fire and burns.\nChoices: There is white ash on the ground., Some of the trees have green leaves.\nAnswer:1) There is white ash on the ground.\n2) Some of the trees have green leaves.\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is granodiorite a mineral?\nContext: Granodiorite has the following properties:\nnot made by organisms\nno fixed crystal structure\nsolid\nnot a pure substance\nnaturally occurring\nChoices: yes, no\nAnswer:1) yes\n2) no\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Select the organism in the same species as the black-headed gull.\nContext: This organism is a black-headed gull. Its scientific name is Chroicocephalus ridibundus.\nChoices: Chroicocephalus ridibundus, Chroicocephalus serranus, Crocodylus moreletii\nAnswer:1) Chroicocephalus ridibundus\n2) Chroicocephalus serranus\n3) Crocodylus moreletii\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Cooper's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nCooper 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. Cooper 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. Cooper 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.\nChoices: 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?\nAnswer:1) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?\n2) Can pennies hold more drops of pure water or water mixed with hand soap?\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nContext: 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.\nChoices: neither; the samples have the same temperature, sample A, sample B\nAnswer:1) neither; the samples have the same temperature\n2) sample A\n3) sample B\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Does this passage describe the weather or the climate?\nContext: Figure: Prague.\nThe Charles Bridge spans the Vltava River in Prague. Winters are windy in Prague, with average wind speeds of 11 miles per hour in December, January, and 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.\nChoices: weather, climate\nAnswer:1) weather\n2) climate\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Select the organism in the same species as the marbled salamander.\nContext: This organism is a marbled salamander. Its scientific name is Ambystoma opacum.\nChoices: Taricha torosa, Taricha granulosa, Ambystoma opacum\nAnswer:1) Taricha torosa\n2) Taricha granulosa\n3) Ambystoma opacum\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which animal's skin is better adapted as a warning sign to ward off predators?\nContext: 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.\nChoices: flamboyant cuttlefish, impala\nAnswer:1) flamboyant cuttlefish\n2) impala\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: During this time, thermal energy was transferred from () to ().\nContext: Celine was delivering two identical pizzas to a customer. While driving to the customer's house, Celine put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.\nChoices: the surroundings . . . each pizza, each pizza . . . the surroundings\nAnswer:1) the surroundings . . . each pizza\n2) each pizza . . . the surroundings\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which property matches this object?\nContext: Select the better answer.\nChoices: scratchy, flexible\nAnswer:1) scratchy\n2) flexible\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: New Hampshire, Connecticut, Vermont, Georgia\nAnswer:1) New Hampshire\n2) Connecticut\n3) Vermont\n4) Georgia\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\n\nHint: Magnets that attract pull together. Magnets that repel push apart.\nChoices: repel, attract\nAnswer:1) repel\n2) attract\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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?\nQuestion: Identify the question that Jen's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nJen 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. Jen 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.\nChoices: 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?\nAnswer:1) Do radishes grown under bright light get bigger than radishes grown under dim light?\n2) Do radish plants grown under bright light have more leaves than radish plants grown under dim light?\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What location was involved in the triangular trade?\nContext: 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.\nChoices: China, Great Britain\nAnswer:1) China\n2) Great Britain\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: Florida, Vermont, New Hampshire, Maryland\nAnswer:1) Florida\n2) Vermont\n3) New Hampshire\n4) Maryland\n\n" }, { "role": "assistant", "content": "2" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: Is gypsum a mineral?\nContext: Gypsum has the following properties:\npure substance\nfixed crystal structure\nnot made by organisms\nsolid\nnaturally occurring\nChoices: no, yes\nAnswer:1) no\n2) yes\n\n" }, { "role": "assistant", "content": "1" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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.\nQuestion: Which of the following fossils is younger? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nChoices: crocodile egg, feather\nAnswer:1) crocodile egg\n2) feather\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: 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\nQuestion: What is the probability that a cow produced by this cross will be homozygous dominant for the coat pattern gene?\nContext: 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.\nChoices: 0/4, 1/4, 4/4, 2/4, 3/4\nAnswer:1) 0/4\n2) 1/4\n3) 4/4\n4) 2/4\n5) 3/4\n\n" }, { "role": "assistant", "content": "0" } ]

[ { "role": "user", "content": "You are given an image, question and few choices. A context is also provided to help you understand the image. In order to answer the question, you have been given lecture notes. You can use these lecture notes, image, and the context in order to answer the question. There are some choices given to you which are comma separated. You have to select which choice best answers the question. Generate choice as it is from the given choices.\nLecture: \nQuestion: What is the capital of Wisconsin?\nContext: \nChoices: Lincoln, Madison, Helena, Jefferson City\nAnswer:1) Lincoln\n2) Madison\n3) Helena\n4) Jefferson City\n\n" }, { "role": "assistant", "content": "1" } ]