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|
[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest north?\nChoices:\nA. West Virginia\nB. Louisiana\nC. Arizona\nD. Oklahoma\nAnswer with the letter.",
"assistant": "Answer: A"
}
]
|
scienceqa
|
[
3
]
|
3
|
[
4
]
|
4
|
[
5
]
|
5
|
[
3
]
|
3
|
2
|
[
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|
[
{
"user": "Lecture: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nQuestion: In this food chain, the Mojave yucca is a producer. Why?\nHint: This diagram shows a food chain from a desert ecosystem in Southern California.\nChoices:\nA. It eats another living thing.\nB. It makes its own food.\nAnswer with the letter.",
"assistant": "Answer: B"
},
{
"user": "Lecture: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other living things. Consumers cannot make their own food.\nQuestion: In this food chain, the scorpion is a consumer. Why?\nHint: This diagram shows a food chain from a desert ecosystem in Southern California.\nChoices:\nA. It makes its own food.\nB. It eats another living thing.\nAnswer with the letter.",
"assistant": "Answer: B"
}
]
|
scienceqa
|
[
2,
2
]
|
2
|
[
4,
4
]
|
4
|
[
5,
5
]
|
5
|
[
3,
3
]
|
3
|
3
|
[
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"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Emilia's test show?\nHint: 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. Emilia 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, Emilia 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:\nA. whether producing more insulin would help the bacteria grow faster\nB. whether different types of bacteria would need different nutrients to produce insulin\nC. whether she added enough nutrients to help the bacteria produce 20% more insulin\nAnswer with the letter.",
"assistant": "Answer: C"
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"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Susan's test show?\nHint: 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
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"user": "Lecture: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\nQuestion: Which of the following was an independent variable in this experiment?\nHint: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nRick often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Rick usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.\nTo test this idea, Rick gathered eight identical bird feeders. He filled four with sunflower seeds. He filled the remaining four feeders with crushed peanuts. Rick then placed the bird feeders in his backyard. Over the next five days, he counted the number of woodpeckers that visited each bird feeder each morning.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: a woodpecker at a bird feeder.\nChoices:\nA. the number of woodpeckers that visited the bird feeders\nB. the type of food used in the bird feeders\nAnswer with the letter.",
"assistant": "Answer: B"
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"user": "Lecture: Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant.\nIn this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables.\nThe amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others.\nThe number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.\nQuestion: Which of the following was a dependent variable in this experiment?\nHint: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nBen often saw woodpeckers perched in trees in his backyard, but he never saw them at his bird feeders. Ben usually filled his feeders with sunflower seeds. He wondered if he could attract woodpeckers by adding a different type of food to the feeders.\nTo test this idea, Ben gathered eigh
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scienceqa
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[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nChoices:\nA. Kansas\nB. Minnesota\nC. Connecticut\nD. Maine\nAnswer with the letter.",
"assistant": "Answer: D"
}
]
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scienceqa
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[
3
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3
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[
4
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4
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[
5
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5
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[
3
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3
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6
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[
{
"user": "Lecture: Offspring genotypes: homozygous or heterozygous?\nHow do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.\nAn organism with two identical alleles for a gene is homozygous for that gene.\nIf both alleles are dominant, the organism is homozygous dominant for the gene.\nIf both alleles are recessive, the organism is homozygous recessive for the gene.\nAn organism with two different alleles for a gene is heterozygous for that gene.\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. \nBecause there are four boxes in the Punnett square, there are four possible outcomes.\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\n | F | f\nF | FF | Ff\nf | Ff | ff\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4\nQuestion: What is the probability that a horse produced by this cross will be heterozygous for the coat color gene?\nHint: In a group of horses, some individuals have a black coat and others have a reddish-brown coat. In this group, the gene for the coat color trait has two alleles. The allele for a reddish-brown coat (l) is recessive to the allele for a black coat (L).\nThis Punnett square shows a cross between two horses.\nChoices:\nA. 2/4\nB. 0/4\nC. 1/4\nD. 3/4\nE. 4/4\nAnswer with the letter.",
"assistant": "Answer: B"
},
{
"user": "Lecture: Offspring phenotypes: dominant or recessive?\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\nFor example, consider the Punnett square below.\n | F | f\nF | FF | Ff\nf | Ff | ff\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\n\nQuestion: What is the expected ratio of offspring with regular leaves to offspring with potato leaves? Choose the most likely ratio.\nHint: This passage describes the leaf type trait in tomato plants:\nTomato leaves come in many types, including regular leaves and potato leaves. Regular leaves are small and have jagged edges. Potato leaves are large a
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scienceqa
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[
3,
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[
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2
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[
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2
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7
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[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nHint: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes.\nChoices:\nA. The magnitude of the magnetic force is greater in Pair 1.\nB. The magnitude of the magnetic force is the same in both pairs.\nC. The magnitude of the magnetic force is greater in Pair 2.\nAnswer with the letter.",
"assistant": "Answer: C"
}
]
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scienceqa
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[
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[
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