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"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 filter through mud?\nContext: Northern pintails eat plants that grow underwater or in mud. The shape of the 's beak is adapted to filter through mud for food.\nThe gathers muddy water in its beak and then pushes it out through gaps along the sides. Bits of food, such as plant roots, are left behind inside the pintail's beak.\nFigure: northern pintail.\nChoices: common nighthawk, black swan\nAnswer:"
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"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 strength of the magnetic force is the same in both pairs., The magnetic force is stronger in Pair 2., The magnetic force is stronger in Pair 1.\nAnswer:"
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"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 of these colonies was in New England?\nContext: In the following questions, you will learn about the origins of the New England Colonies. The New England Colonies made up the northern part of the Thirteen Colonies, which were ruled by Great Britain in the 1600s and 1700s.\nThe population of New England included Native American groups, enslaved and free people of African descent, and European settlers. The map below shows the Thirteen Colonies in 1750. Look at the map. Then answer the question below.\nChoices: South Carolina, New Hampshire, New York\nAnswer:"
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"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 Oklahoma?\nContext: \nChoices: Tulsa, Oklahoma City, Frankfort, Tallahassee\nAnswer:"
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"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 older? Select the more likely answer.\nContext: This diagram shows fossils in an undisturbed sedimentary rock sequence.\nChoices: feather, fern\nAnswer:"
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"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 also adapted for survival in cold places?\nContext: es live in the cold Arctic tundra. The 's skin is adapted to help the animal survive in cold places.\nFigure: Arctic fox.\nChoices: armadillo lizard, snowy owl\nAnswer:"
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"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: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nQuestion: Complete the statement.\nNitrogen is ().\nContext: The model below represents a molecule of nitrogen. itrogen gas makes up nearly 80% of the air you breathe.\nChoices: a compound, an elementary substance\nAnswer:"
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"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 record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nQuestion: Which statement best describes the average monthly precipitation in Atlanta?\nContext: Use the graph to answer the question below.\nChoices: February is wetter than March., October has the highest average precipitation., Precipitation does not change much from month to month in Atlanta.\nAnswer:"
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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: \nQuestion: What is the capital of California?\nContext: \nChoices: San Francisco, Denver, Helena, Sacramento\nAnswer:"
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"content": "3"
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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: 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 strength of the magnetic force is the same in both pairs., The magnetic force is weaker in Pair 2., The magnetic force is weaker in Pair 1.\nAnswer:"
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"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 Savannah'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\nWind turbines use wind power to produce electricity. Savannah was a materials engineer who designed wind turbines. She wanted to design a new turbine that would produce 10% more electricity than older wind turbines. She thought that a turbine made from lightweight material would turn more easily and produce more electricity. So, Savannah created a computer model of a turbine made from lightweight material. Then she used the model to calculate how much more electricity the new turbine could produce compared to the older turbines.\nFigure: studying a wind turbine computer model.\nChoices: if the new turbine could turn easily, how much the new turbine would weigh, whether the new turbine could produce 10% more electricity\nAnswer:"
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"content": "2"
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"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 amphibian below.\nContext: Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nAn African bullfrog is an example of an amphibian.\nChoices: sugar glider, tiger salamander, loon, sea otter\nAnswer:"
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"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 gnawing?\nContext: s spend most of their life underground. They feed on plant roots and bulbs. Mole rats eat by biting off small pieces at a time, or gnawing. The mole rat's mouth is adapted for gnawing.\nFigure: Podolsk mole rat.\nChoices: nutria, raccoon\nAnswer:"
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"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: Michigan, Alabama, Maryland, Missouri\nAnswer:"
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"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: Africa, North America, South America, Antarctica\nAnswer:"
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"content": "3"
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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: 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 genus as the Dalmatian pelican.\nContext: This organism is a Dalmatian pelican. Its scientific name is Pelecanus crispus.\nChoices: Falco peregrinus, Balearica pavonina, Pelecanus erythrorhynchos\nAnswer:"
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{
"role": "assistant",
"content": "2"
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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.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nQuestion: Which animal's limbs are also adapted for swimming?\nContext: s live along the west coast of North America. They spend a lot of time hunting fish at sea.\nThe has four flippers for limbs. Its limbs are adapted for swimming.\nFigure: California sea lion.\nChoices: humpback whale, giraffe\nAnswer:"
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"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: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nQuestion: Is lava a solid, a liquid, or a gas?\nContext: \nChoices: a solid, a gas, a liquid\nAnswer:"
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"content": "2"
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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: \nQuestion: Which country is highlighted?\nContext: \nChoices: Saint Lucia, Saint Vincent and the Grenadines, Barbados, Grenada\nAnswer:"
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"content": "0"
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"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 country is highlighted?\nContext: \nChoices: Antigua and Barbuda, Saint Vincent and the Grenadines, Saint Lucia, Barbados\nAnswer:"
},
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"role": "assistant",
"content": "3"
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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: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nQuestion: Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nChoices: attract, repel\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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.\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nQuestion: Which animal's limbs are also adapted for climbing trees?\nContext: Chimpanzees live in the forests of Central Africa. Their limbs are adapted for climbing trees.\nFigure: chimpanzee.\nChoices: white-cheeked gibbon, California sea lion\nAnswer:"
},
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"role": "assistant",
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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: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\n\nQuestion: Will these magnets attract or repel each other?\nContext: Two magnets are placed as shown.\nChoices: attract, repel\nAnswer:"
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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: 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: attract, repel\nAnswer:"
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"content": "1"
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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: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: North Carolina, Virginia, Connecticut, Georgia\nAnswer:"
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"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 prime meridian intersect?\nContext: \nChoices: Australia, Europe, South America\nAnswer:"
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{
"role": "assistant",
"content": "1"
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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: \nQuestion: What is the capital of Connecticut?\nContext: \nChoices: Albany, Dover, Minneapolis, Hartford\nAnswer:"
},
{
"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 Virginia?\nContext: \nChoices: Norfolk, Des Moines, Richmond, Charleston\nAnswer:"
},
{
"role": "assistant",
"content": "2"
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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: 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 fish below.\nContext: Fish live underwater. They have fins, not limbs.\nFish are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA manta ray is an example of a fish.\nChoices: mandarinfish, box turtle, keel-billed toucan, yak\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: 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 white stork is an example of a bird.\nChoices: California toad, keel-billed toucan\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: North Carolina, Georgia, Maryland, Virginia\nAnswer:"
},
{
"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: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\nSedimentary rock is formed when layers of sediment are pressed together to make rock. This type of change occurs below Earth's surface.\nMetamorphic rock is formed when a rock is changed by heating and squeezing. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nQuestion: What type of rock is gabbro?\nContext: Gabbro is a type of rock. It is usually dark-colored. When melted rock cools below the earth's surface, it can form gabbro.\nChoices: metamorphic, igneous\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: When a scientist identifies a new organism, he or she chooses its scientific name.\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nQuestion: What is this crustacean's scientific name?\nContext: This species of crustacean is a parasite that feeds on the blood of fish. It lives in the Caribbean Sea and was named in honor of the musician Bob Marley.\nChoices: Gnathia marleyi, Gnathia clementensis\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: \nQuestion: What is the capital of South Dakota?\nContext: \nChoices: Columbus, Pierre, Topeka, Lincoln\nAnswer:"
},
{
"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.\nQuestion: Which property do these three objects have in common?\nContext: Select the best answer.\nChoices: rough, fragile, flexible\nAnswer:"
},
{
"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 to tear through meat?\nContext: Alligators are carnivores, or meat eaters. They eat fish, mammals, and other reptiles. The 's mouth is adapted to tear through meat.\nFigure: alligator.\nChoices: nutria, spotted hyena\nAnswer:"
},
{
"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, Harrisburg, Charlotte, Baton Rouge\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: \nQuestion: What is the capital of Illinois?\nContext: \nChoices: Denver, Bismarck, Chicago, Springfield\nAnswer:"
},
{
"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: Which country is highlighted?\nContext: \nChoices: The Bahamas, Saint Lucia, Barbados, Saint Vincent and the Grenadines\nAnswer:"
},
{
"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: palm leaf, crocodile egg\nAnswer:"
},
{
"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 Indian Ocean, the Pacific Ocean, the Atlantic Ocean, the Southern Ocean\nAnswer:"
},
{
"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. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is greater when there is a smaller distance between the magnets.\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 greater in Pair 1., The magnitude of the magnetic force is greater in Pair 2., The magnitude of the magnetic force is the same in both pairs.\nAnswer:"
},
{
"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: Maryland, Indiana, Georgia, Virginia\nAnswer:"
},
{
"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 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: sour, salty\nAnswer:"
},
{
"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 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?\nContext: The passage below describes an experiment. Read the passage and think about the variables that are described.\n\nSanjay heard that when it was cold outside, a sled would travel farther after it got to the bottom of a hill. To test this idea, Sanjay headed to the sledding hill near his house on a cold winter morning.\nWhen he got to the hill, the temperature outside was 16°F. Starting from the top of the hill, Sanjay rode straight down the hill three times. For each ride, he measured the distance he traveled across the flat field at the bottom of the hill. Then, Sanjay waited until mid-afternoon, when the temperature outside had increased to 43°F. He rode straight down the hill three more times and measured how far he traveled across the field.\nHint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure.\nFigure: sledding down a hill.\nChoices: the temperature at the hill, the distance the sled traveled across the flat field\nAnswer:"
},
{
"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 Victoria crowned pigeon.\nContext: This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.\nChoices: Cyanocitta cristata, Goura victoria, Strix nebulosa\nAnswer:"
},
{
"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 genus as the Canada lynx.\nContext: This organism is a Canada lynx. Its scientific name is Lynx canadensis.\nChoices: Lithobates catesbeianus, Lynx pardinus, Castor canadensis\nAnswer:"
},
{
"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 true about hurricanes?\nContext: Read the paragraphs and look at the picture. Then answer the question.\nThis picture was taken high above Earth's surface. It shows Hurricane Isabel over the southeastern United States and the Gulf of Mexico. A hurricane is a large storm with strong wind and heavy rain. Clouds spiral around the center of the hurricane.\nIn the picture, you can see green land, dark blue water, and the white spiral-shaped clouds of the hurricane.\nChoices: Hurricanes can be found only over ocean water., Hurricanes are large spiral-shaped storms., Hurricanes can be found only over land.\nAnswer:"
},
{
"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 Iowa?\nContext: \nChoices: Cedar Rapids, Indianapolis, Lincoln, Des Moines\nAnswer:"
},
{
"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 material is a type of matter. Wood, glass, metal, and plastic are common materials.\nSome objects are made of just one material.\nMost nails are made of metal.\nOther objects are made of more than one material.\nThis hammer is made of metal and wood.\nQuestion: Which material is this shovel made of?\nContext: \nChoices: ceramic, metal\nAnswer:"
},
{
"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: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nQuestion: Is the atmosphere a solid, a liquid, or a gas?\nContext: \nChoices: a liquid, a gas, a solid\nAnswer:"
},
{
"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: Which country is highlighted?\nContext: \nChoices: Grenada, Saint Vincent and the Grenadines, Barbados, Haiti\nAnswer:"
},
{
"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. 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.\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 greater in Pair 1., The magnitude of the magnetic force is the same in both pairs., The magnitude of the magnetic force is greater in Pair 2.\nAnswer:"
},
{
"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: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\nCommensal | benefits | is not significantly affected\nMutualistic | benefits | benefits\nParasitic | benefits | is harmed (but not usually killed)\nQuestion: Which type of relationship is formed when a cleaner wrasse eats parasites off a moray eel?\nContext: Read the passage. Then answer the question.\n\nCleaner wrasse are small fish that live in tropical coral reefs. Wrasse are often visited by larger fish, such as moray eels.\nWhen an eel visits a wrasse, the wrasse cleans the eel by eating parasites attached to the eel's body. If the parasites are not removed, the eel may become weak or even die.\nBefore the wrasse begins to clean, the eel opens its mouth to signal to the wrasse that it is ready to be cleaned. Then the wrasse eats all the parasites it can find on the eel's body, including those inside the eel's mouth!\nFigure: a cleaner wrasse eating parasites from a moray eel's mouth.\nChoices: commensal, mutualistic, parasitic\nAnswer:"
},
{
"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 material is a type of matter. Wood, glass, metal, and plastic are common materials.\nQuestion: Which material is this spring made of?\nContext: \nChoices: metal, wool\nAnswer:"
},
{
"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 skin is also adapted for survival in cold places?\nContext: Snow leopards live in the cold, snowy mountains of Central Asia. The 's skin is adapted to help the animal survive in cold places.\nFigure: snow leopard.\nChoices: armadillo lizard, snowy owl\nAnswer:"
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"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: Carson City, Nampa, Boise, Sacramento\nAnswer:"
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"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: Europe, South America, North America, Antarctica\nAnswer:"
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"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 Wayne's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nWayne set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Wayne watched cardinals visiting the feeders during the same hour each morning. During his observations, Wayne counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds.\nFigure: a cardinal visiting a platform feeder with sunflower seeds.\nChoices: Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?, Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?\nAnswer:"
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"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 is also adapted for climbing trees?\nContext: Crested black macaques live in the rain forests of Indonesia. They climb trees to find food and shelter. The macaque's hands and feet are adapted for climbing trees.\nFigure: crested black macaque.\nChoices: common marmoset, chital\nAnswer:"
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"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 greater when there is a smaller 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 greater in Pair 1., The magnitude of the magnetic force is greater in Pair 2., The magnitude of the magnetic force is the same in both pairs.\nAnswer:"
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"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: attract, repel\nAnswer:"
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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: 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 Arctic Ocean\nAnswer:"
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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: 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 fruit fly produced by this cross will have red eyes?\nContext: In a group of fruit flies, some individuals have red eyes and others have brown 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 brown eyes (e).\nThis Punnett square shows a cross between two fruit flies.\nChoices: 4/4, 0/4, 2/4, 1/4, 3/4\nAnswer:"
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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: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\nConsumers eat other organisms. Consumers cannot make their own food.\nQuestion: In this food chain, the alderfly nymph is a consumer. Why?\nContext: This diagram shows a food chain from the River Frome, a freshwater ecosystem in England.\nChoices: It makes its own food., It eats another organism.\nAnswer:"
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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: 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.\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, but some of them are different shapes.\nChoices: The magnitude of the magnetic force is the same in both pairs., The magnitude of the magnetic force is smaller in Pair 1., The magnitude of the magnetic force is smaller in Pair 2.\nAnswer:"
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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: 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: Which of the following organisms is the tertiary consumer in this food web?\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: grizzly bear, snowy owl, parasitic jaeger\nAnswer:"
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"content": "1"
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[
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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: 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 great egret.\nContext: This organism is a great egret. Its scientific name is Ardea alba.\nChoices: Ardea alba, Falco peregrinus, Ictinia mississippiensis\nAnswer:"
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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: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: Virginia, Maine, Massachusetts, West Virginia\nAnswer:"
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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: A continent is one of the seven largest areas of land on earth.\nQuestion: Which continent is highlighted?\nContext: \nChoices: Africa, Europe, North America\nAnswer:"
},
{
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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: 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: Nassau.\nNassau, a city in the Bahamas, has many tourists each winter. On Tuesday, it was too humid for some tourists.\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:"
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"role": "assistant",
"content": "1"
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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: 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: Taj Mahal.\nThe Taj Mahal receives over two million visitors each year. A large group of tourists got soaked during a rainstorm there last week.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices: weather, climate\nAnswer:"
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{
"role": "assistant",
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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: 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: Asia, Australia, Europe\nAnswer:"
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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 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 for protection against a predator with sharp teeth?\nContext: Southern three-banded armadillos are adapted to defend their bodies against a predator with sharp teeth. They have hard scales covering much of their skin. When frightened, the can roll into a ball to protect the soft parts of its body.\nFigure: southern three-banded armadillo.\nChoices: ground pangolin, collared dove\nAnswer:"
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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: 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: North Carolina, Louisiana, Colorado, Alabama\nAnswer:"
},
{
"role": "assistant",
"content": "2"
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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: 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: Yemen.\nYemen, a country in the Middle East, is located in the desert. It was humid in the southern part of the country on November 30 last year.\nHint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.\nChoices: weather, climate\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals.\nAppeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following:\nsay that a brand has been trusted for many years\ninclude an endorsement from a respected organization, such as the American Dental Association\nfeature a testimonial from a \"real person\" who shares the audience's values\nuse an admired celebrity or athlete as a spokesperson\nAppeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following:\nuse graphs or charts to display information\ncite results of clinical trials or independently conducted studies\nexplain the science behind a product or service\nemphasize that the product is a financially wise choice\nanticipate and refute potential counterclaims\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\ntrigger a fear, such as the fear of embarrassment\nappeal to a desire, such as the desire to appear attractive\nlink the product to a positive feeling, such as adventure, love, or luxury\nQuestion: Which rhetorical appeal is primarily used in this ad?\nContext: \nChoices: ethos (character), pathos (emotion), logos (reason)\nAnswer:"
},
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"role": "assistant",
"content": "2"
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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: \nQuestion: Which country is highlighted?\nContext: \nChoices: the Marshall Islands, Vanuatu, Tonga, Solomon Islands\nAnswer:"
},
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"role": "assistant",
"content": "3"
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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 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 to walk on snow and ice?\nContext: Polar bears live in cold, snowy areas near the Arctic Ocean. The 's feet are adapted for walking on snow and ice.\nFigure: polar bear.\nChoices: Eurasian lynx, tokay gecko\nAnswer:"
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"content": "0"
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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: \nQuestion: What can Terrell and Sophie 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.\nTerrell and Sophie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Terrell wanted broccoli in his lunch and Sophie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.\nChoices: Terrell can trade his tomatoes for Sophie's broccoli., Sophie can trade her broccoli for Terrell's oranges., Sophie can trade her almonds for Terrell's tomatoes., Terrell can trade his tomatoes for Sophie's sandwich.\nAnswer:"
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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 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 tide pool ecosystems in Tongue Point Marine Life Sanctuary?\nContext: Figure: Tongue Point Marine Life Sanctuary.\nTongue Point Marine Life Sanctuary is in western Washington State. The park is on the coast of the Pacific Ocean. It has many tide pool ecosystems.\nChoices: It has daily flooding and draining of seawater. It also has water that is rich in nutrients., It has no sunlight. It also has daily flooding and draining of seawater.\nAnswer:"
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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: \nQuestion: What is the capital of North Carolina?\nContext: \nChoices: Frankfort, Raleigh, Austin, Atlanta\nAnswer:"
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"content": "1"
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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: 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 pink particles?\nContext: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.\nChoices: Solution B, Solution A, neither; their concentrations are the same\nAnswer:"
},
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"content": "1"
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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 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: Flamboyant cuttlefish are poisonous animals with brightly colored skin. The bright colors serve as a warning sign that the animal is poisonous. The 's skin is adapted to ward off predators.\nFigure: flamboyant cuttlefish.\nChoices: peppered moth, blue poison dart frog\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: 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: Florida, Connecticut, Nebraska, Vermont\nAnswer:"
},
{
"role": "assistant",
"content": "3"
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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: 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 Lindsey's experiment can best answer.\nContext: The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nLindsey planted 25 tomato seeds one-half inch below the soil surface in each of six pots. Lindsey added an equal amount of fertilizer to three of the six pots. She placed the pots in a plant growth chamber where all the seeds experienced the same temperature, amount of light, and humidity level. After two weeks, Lindsey counted the number of seedlings that grew in each pot. She compared the number of seedlings in the pots with fertilizer to the number of seedlings in the pots without fertilizer.\nFigure: tomato seedlings growing in soil.\nChoices: Do more tomato seedlings grow when they are planted in soil with fertilizer compared to soil without fertilizer?, Does the humidity level where tomato seeds are planted affect the number of tomato seedlings that grow?\nAnswer:"
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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: Gymnosperms are plants that have seeds but not flowers. Conifers are a type of a gymnosperm. Instead of flowers, conifers have cones. Conifers use their cones for sexual reproduction.\nMost conifer trees have both male and female cones. The male cones produce pollen. The female cones produce eggs and a sticky substance on the edge of the cone.\nMale cones release pollen into the wind. Pollination happens when pollen lands on and sticks to the female cones. Self-pollination happens when pollen sticks to a female cone on the same tree. Cross-pollination happens when pollen sticks to a female cone on a different tree.\nAfter pollination, sperm from the pollen fuse with eggs at the base of the female cone's scales. This is called fertilization.\nThe fertilized eggs grow into seeds inside the female cone. Conifer seeds are released from the fertilized cones. Many conifer seeds have wing-like structures. They can be carried long distances by the wind. When a seed lands on the ground, it can germinate and grow into a new plant.\nThe new plant can grow cones and begin the conifer life cycle again.\nQuestion: Which part of a pine tree can grow into a new tree?\nContext: This diagram shows the life cycle of a pine tree.\nChoices: a seed, a needle\nAnswer:"
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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: \nQuestion: Which country is highlighted?\nContext: \nChoices: Grenada, Cuba, Jamaica, Saint Vincent and the Grenadines\nAnswer:"
},
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"role": "assistant",
"content": "2"
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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: 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?\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, but some of them are different sizes.\nChoices: The magnitude of the magnetic force is greater in Pair 2., The magnitude of the magnetic force is the same in both pairs., The magnitude of the magnetic force is greater in Pair 1.\nAnswer:"
},
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"role": "assistant",
"content": "2"
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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: 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:"
},
{
"role": "assistant",
"content": "0"
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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: 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 south?\nContext: \nChoices: Louisiana, South Dakota, Illinois, Massachusetts\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.\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, but some of them are different sizes.\nChoices: The magnitude of the magnetic force is smaller in Pair 1., The magnitude of the magnetic force is the same in both pairs., The magnitude of the magnetic force is smaller in Pair 2.\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: 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 Hansen'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\nHansen, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Hansen thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.\nSo, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.\nFigure: fabric that has not absorbed drops of water.\nChoices: how much athletes would sweat in the fabric, how long it would take the sample fabric to dry after it absorbed one drop of water, if the sample fabric would absorb one drop of water in less than one second\nAnswer:"
},
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"role": "assistant",
"content": "1"
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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: 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 genus as the silver gull.\nContext: This organism is a silver gull. Its scientific name is Chroicocephalus novaehollandiae.\nChoices: Caprimulgus macrurus, Polysticta stelleri, Chroicocephalus scopulinus\nAnswer:"
},
{
"role": "assistant",
"content": "2"
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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 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 is also adapted to be camouflaged in the snow?\nContext: Arctic wolves live in the Canadian Arctic and Greenland. The is adapted to be camouflaged in the snow.\nFigure: Arctic wolf.\nChoices: skunk, ptarmigan\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: 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 amphibian below.\nContext: Amphibians have moist skin and begin their lives in water.\nAmphibians are cold-blooded. The body temperature of cold-blooded animals depends on their environment.\nA California toad is an example of an amphibian.\nChoices: horned frog, toco toucan, ostrich, bald eagle\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: \nQuestion: What is the name of the colony shown?\nContext: \nChoices: New Hampshire, North Carolina, Vermont, Connecticut\nAnswer:"
},
{
"role": "assistant",
"content": "0"
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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: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!\nQuestion: In this food chain, the mayfly is a primary consumer. Why?\nContext: This diagram shows a food chain from Lake Superior, a freshwater ecosystem on the border of the United States and Canada.\nChoices: It eats a tertiary consumer., It eats a producer., It makes its own food.\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: 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: North America, Europe, Antarctica, Australia\nAnswer:"
},
{
"role": "assistant",
"content": "1"
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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: 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 common sheep.\nContext: This organism is a common sheep. Its scientific name is Ovis aries.\nChoices: Castor fiber, Ovis aries, Alouatta caraya\nAnswer:"
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"role": "assistant",
"content": "1"
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