Daily Papers

We present a new question set, text corpus, and baselines assembled to encourage AI research in advanced question answering. Together, these constitute the AI2 Reasoning Challenge (ARC), which requires far more powerful knowledge and reasoning than previous challenges such as SQuAD or SNLI. The ARC question set is partitioned into a Challenge Set and an Easy Set, where the Challenge Set contains only questions answered incorrectly by both a retrieval-based algorithm and a word co-occurence algorithm. The dataset contains only natural, grade-school science questions (authored for human tests), and is the largest public-domain set of this kind (7,787 questions). We test several baselines on the Challenge Set, including leading neural models from the SQuAD and SNLI tasks, and find that none are able to significantly outperform a random baseline, reflecting the difficult nature of this task. We are also releasing the ARC Corpus, a corpus of 14M science sentences relevant to the task, and implementations of the three neural baseline models tested. Can your model perform better? We pose ARC as a challenge to the community.

Scaling reasoning capabilities beyond traditional domains such as math and coding is hindered by the lack of diverse and high-quality questions. To overcome this limitation, we introduce a scalable approach for generating diverse and challenging reasoning questions, accompanied by reference answers. We present NaturalReasoning, a comprehensive dataset comprising 2.8 million questions that span multiple domains, including STEM fields (e.g., Physics, Computer Science), Economics, Social Sciences, and more. We demonstrate the utility of the questions in NaturalReasoning through knowledge distillation experiments which show that NaturalReasoning can effectively elicit and transfer reasoning capabilities from a strong teacher model. Furthermore, we demonstrate that NaturalReasoning is also effective for unsupervised self-training using external reward models or self-rewarding.

AI has achieved remarkable mastery over games such as Chess, Go, and Poker, and even Jeopardy, but the rich variety of standardized exams has remained a landmark challenge. Even in 2016, the best AI system achieved merely 59.3% on an 8th Grade science exam challenge. This paper reports unprecedented success on the Grade 8 New York Regents Science Exam, where for the first time a system scores more than 90% on the exam's non-diagram, multiple choice (NDMC) questions. In addition, our Aristo system, building upon the success of recent language models, exceeded 83% on the corresponding Grade 12 Science Exam NDMC questions. The results, on unseen test questions, are robust across different test years and different variations of this kind of test. They demonstrate that modern NLP methods can result in mastery on this task. While not a full solution to general question-answering (the questions are multiple choice, and the domain is restricted to 8th Grade science), it represents a significant milestone for the field.

We present final natural system optical (ugriBV) and near-infrared (YJH) photometry of 134 supernovae (SNe) with probable white dwarf progenitors that were observed in 2004-2009 as part of the first stage of the Carnegie Supernova Project (CSP-I). The sample consists of 123 Type Ia SNe, 5 Type Iax SNe, 2 super-Chandrasekhar SN candidates, 2 Type Ia SNe interacting with circumstellar matter, and 2 SN 2006bt-like events. The redshifts of the objects range from z = 0.0037 to 0.0835; the median redshift is 0.0241. For 120 (90%) of these SNe, near-infrared photometry was obtained. Average optical extinction coefficients and color terms are derived and demonstrated to be stable during the five CSP-I observing campaigns. Measurements of the CSP-I near-infrared bandpasses are also described, and near-infrared color terms are estimated through synthetic photometry of stellar atmosphere models. Optical and near-infrared magnitudes of local sequences of tertiary standard stars for each supernova are given, and a new calibration of Y-band magnitudes of the Persson et al. (1998) standards in the CSP-I natural system is presented.

In this paper we study yes/no questions that are naturally occurring --- meaning that they are generated in unprompted and unconstrained settings. We build a reading comprehension dataset, BoolQ, of such questions, and show that they are unexpectedly challenging. They often query for complex, non-factoid information, and require difficult entailment-like inference to solve. We also explore the effectiveness of a range of transfer learning baselines. We find that transferring from entailment data is more effective than transferring from paraphrase or extractive QA data, and that it, surprisingly, continues to be very beneficial even when starting from massive pre-trained language models such as BERT. Our best method trains BERT on MultiNLI and then re-trains it on our train set. It achieves 80.4% accuracy compared to 90% accuracy of human annotators (and 62% majority-baseline), leaving a significant gap for future work.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

The African continent lacks enough qualified teachers which hampers the provision of adequate learning support. An AI could potentially augment the efforts of the limited number of teachers, leading to better learning outcomes. Towards that end, this work describes and evaluates the first key output for the NSMQ AI Grand Challenge, which proposes a robust, real-world benchmark for such an AI: "Build an AI to compete live in Ghana's National Science and Maths Quiz (NSMQ) competition and win - performing better than the best contestants in all rounds and stages of the competition". The NSMQ is an annual live science and mathematics competition for senior secondary school students in Ghana in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. In this work, we built Brilla AI, an AI contestant that we deployed to unofficially compete remotely and live in the Riddles round of the 2023 NSMQ Grand Finale, the first of its kind in the 30-year history of the competition. Brilla AI is currently available as a web app that livestreams the Riddles round of the contest, and runs 4 machine learning systems: (1) speech to text (2) question extraction (3) question answering and (4) text to speech that work together in real-time to quickly and accurately provide an answer, and then say it with a Ghanaian accent. In its debut, our AI answered one of the 4 riddles ahead of the 3 human contesting teams, unofficially placing second (tied). Improvements and extensions of this AI could potentially be deployed to offer science tutoring to students and eventually enable millions across Africa to have one-on-one learning interactions, democratizing science education.

We introduce a new challenge to test the STEM skills of neural models. The problems in the real world often require solutions, combining knowledge from STEM (science, technology, engineering, and math). Unlike existing datasets, our dataset requires the understanding of multimodal vision-language information of STEM. Our dataset features one of the largest and most comprehensive datasets for the challenge. It includes 448 skills and 1,073,146 questions spanning all STEM subjects. Compared to existing datasets that often focus on examining expert-level ability, our dataset includes fundamental skills and questions designed based on the K-12 curriculum. We also add state-of-the-art foundation models such as CLIP and GPT-3.5-Turbo to our benchmark. Results show that the recent model advances only help master a very limited number of lower grade-level skills (2.5% in the third grade) in our dataset. In fact, these models are still well below (averaging 54.7%) the performance of elementary students, not to mention near expert-level performance. To understand and increase the performance on our dataset, we teach the models on a training split of our dataset. Even though we observe improved performance, the model performance remains relatively low compared to average elementary students. To solve STEM problems, we will need novel algorithmic innovations from the community.

Images are increasingly becoming the currency for documenting biodiversity on the planet, providing novel opportunities for accelerating scientific discoveries in the field of organismal biology, especially with the advent of large vision-language models (VLMs). We ask if pre-trained VLMs can aid scientists in answering a range of biologically relevant questions without any additional fine-tuning. In this paper, we evaluate the effectiveness of 12 state-of-the-art (SOTA) VLMs in the field of organismal biology using a novel dataset, VLM4Bio, consisting of 469K question-answer pairs involving 30K images from three groups of organisms: fishes, birds, and butterflies, covering five biologically relevant tasks. We also explore the effects of applying prompting techniques and tests for reasoning hallucination on the performance of VLMs, shedding new light on the capabilities of current SOTA VLMs in answering biologically relevant questions using images. The code and datasets for running all the analyses reported in this paper can be found at https://github.com/sammarfy/VLM4Bio.

We present ScienceWorld, a benchmark to test agents' scientific reasoning abilities in a new interactive text environment at the level of a standard elementary school science curriculum. Despite the transformer-based progress seen in question-answering and scientific text processing, we find that current models cannot reason about or explain learned science concepts in novel contexts. For instance, models can easily answer what the conductivity of a known material is but struggle when asked how they would conduct an experiment in a grounded environment to find the conductivity of an unknown material. This begs the question of whether current models are simply retrieving answers by way of seeing a large number of similar examples or if they have learned to reason about concepts in a reusable manner. We hypothesize that agents need to be grounded in interactive environments to achieve such reasoning capabilities. Our experiments provide empirical evidence supporting this hypothesis -- showing that a 1.5 million parameter agent trained interactively for 100k steps outperforms a 11 billion parameter model statically trained for scientific question-answering and reasoning from millions of expert demonstrations.

Scientific discovery contributes largely to human society's prosperity, and recent progress shows that LLMs could potentially catalyze this process. However, it is still unclear whether LLMs can discover novel and valid hypotheses in chemistry. In this work, we investigate this central research question: Can LLMs automatically discover novel and valid chemistry research hypotheses given only a chemistry research background (consisting of a research question and/or a background survey), without limitation on the domain of the research question? After extensive discussions with chemistry experts, we propose an assumption that a majority of chemistry hypotheses can be resulted from a research background and several inspirations. With this key insight, we break the central question into three smaller fundamental questions. In brief, they are: (1) given a background question, whether LLMs can retrieve good inspirations; (2) with background and inspirations, whether LLMs can lead to hypothesis; and (3) whether LLMs can identify good hypotheses to rank them higher. To investigate these questions, we construct a benchmark consisting of 51 chemistry papers published in Nature, Science, or a similar level in 2024 (all papers are only available online since 2024). Every paper is divided by chemistry PhD students into three components: background, inspirations, and hypothesis. The goal is to rediscover the hypothesis, given only the background and a large randomly selected chemistry literature corpus consisting the ground truth inspiration papers, with LLMs trained with data up to 2023. We also develop an LLM-based multi-agent framework that leverages the assumption, consisting of three stages reflecting the three smaller questions. The proposed method can rediscover many hypotheses with very high similarity with the ground truth ones, covering the main innovations.

The paper introduces SceMQA, a novel benchmark for scientific multimodal question answering at the college entrance level. It addresses a critical educational phase often overlooked in existing benchmarks, spanning high school to pre-college levels. SceMQA focuses on core science subjects including Mathematics, Physics, Chemistry, and Biology. It features a blend of multiple-choice and free-response formats, ensuring a comprehensive evaluation of AI models' abilities. Additionally, our benchmark provides specific knowledge points for each problem and detailed explanations for each answer. SceMQA also uniquely presents problems with identical contexts but varied questions to facilitate a more thorough and accurate assessment of reasoning capabilities. In the experiment, we evaluate both open-source and close-source state-of-the-art Multimodal Large Language Models (MLLMs), across various experimental settings. The results show that further research and development are needed in developing more capable MLLM, as highlighted by only 50% to 60% accuracy achieved by the strongest models. Our benchmark and analysis will be available at https://scemqa.github.io/

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

We present multi-band photometry of 185 type-Ia supernovae (SN Ia), with over 11500 observations. These were acquired between 2001 and 2008 at the F. L. Whipple Observatory of the Harvard-Smithsonian Center for Astrophysics (CfA). This sample contains the largest number of homogeneously-observed and reduced nearby SN Ia (z < 0.08) published to date. It more than doubles the nearby sample, bringing SN Ia cosmology to the point where systematic uncertainties dominate. Our natural system photometry has a precision of 0.02 mag or better in BVRIr'i' and roughly 0.04 mag in U for points brighter than 17.5 mag. We also estimate a systematic uncertainty of 0.03 mag in our SN Ia standard system BVRIr'i' photometry and 0.07 mag for U. Comparisons of our standard system photometry with published SN Ia light curves and comparison stars, where available for the same SN, reveal agreement at the level of a few hundredths mag in most cases. We find that 1991bg-like SN Ia are sufficiently distinct from other SN Ia in their color and light-curve-shape/luminosity relation that they should be treated separately in light-curve/distance fitter training samples. The CfA3 sample will contribute to the development of better light-curve/distance fitters, particularly in the few dozen cases where near-infrared photometry has been obtained and, together, can help disentangle host-galaxy reddening from intrinsic supernova color, reducing the systematic uncertainty in SN Ia distances due to dust.

We present a novel method for obtaining high-quality, domain-targeted multiple choice questions from crowd workers. Generating these questions can be difficult without trading away originality, relevance or diversity in the answer options. Our method addresses these problems by leveraging a large corpus of domain-specific text and a small set of existing questions. It produces model suggestions for document selection and answer distractor choice which aid the human question generation process. With this method we have assembled SciQ, a dataset of 13.7K multiple choice science exam questions (Dataset available at http://allenai.org/data.html). We demonstrate that the method produces in-domain questions by providing an analysis of this new dataset and by showing that humans cannot distinguish the crowdsourced questions from original questions. When using SciQ as additional training data to existing questions, we observe accuracy improvements on real science exams.

Solar photospheric abundances and CI-chondrite compositions are reviewed and updated to obtain representative solar system abundances of the elements and their isotopes. The new photospheric abundances obtained here lead to higher solar metallicity. Full 3D NLTE photospheric analyses are only available for 11 elements. A quality index for analyses is introduced. For several elements, uncertainties remain large. Protosolar mass fractions are H (X = 0.7060), He (Y = 0.2753), and for metals Li to U (Z = 0.0187). The protosolar (C+N)/H agrees within 13% with the ratio for the solar core from the Borexino experiment. Elemental abundances in CI-chondrites were screened by analytical methods, sample sizes, and evaluated using concentration frequency distributions. Aqueously mobile elements (e.g., alkalis, alkaline earths, etc.) often deviate from normal distributions indicating mobilization and/or sequestration into carbonates, phosphates, and sulfates. Revised CI-chondrite abundances of non-volatile elements are similar to earlier estimates. The moderately volatile elements F and Sb are higher than before, as are C, Br and I, whereas the CI-abundances of Hg and N are now significantly lower. The solar system nuclide distribution curves of s-process elements agree within 4% with s-process predictions of Galactic chemical evolution models. P-process nuclide distributions are assessed. No obvious correlation of CI-chondritic to solar elemental abundance ratios with condensation temperatures is observed, nor is there one for ratios of CI-chondrites/solar wind abundances.

In an ongoing effort to understand planet formation the link between the chemistry of the protoplanetary disk and the properties of resulting planets have long been a subject of interest. These connections have generally been made between mature planets and young protoplanetary disks through the carbon-to-oxygen (C/O) ratio. In a rare number of systems, young protoplanets have been found within their natal protoplanetary disks. These systems offer a unique opportunity to directly study the delivery of gas from the protoplanetary disk to the planet. In this work we post-process 3D numerical simulations of an embedded Jupiter-massed planet in its protoplanetary disk to explore the chemical evolution of gas as it flows from the disk to the planet. The relevant dust to this chemical evolution is assumed to be small, co-moving grains with a reduced dust-to-gas ratio indicative of the upper atmosphere of a protoplanetary disk. We find that as the gas enters deep into the planet's gravitational well, it warms significantly (up to sim 800 K), releasing all of the volatile content from the ice phase. This change in phase can influence our understanding of the delivery of volatile species to the atmospheres of giant planets. The primary carbon, oxygen, and sulfur carrying ices: CO_2, H_2O, and H_2S are released into the gas phase and along with the warm gas temperatures near the embedded planets lead to the production of unique species like CS, SO, and SO_2 compared to the protoplanetary disk. We compute the column densities of SO, SO_2, CS, and H_2CS in our model and find that their values are consistent with previous observational studies.

Science and Engineering fairs offer K-12 students opportunities to engage with authentic STEM practices. Particularly, students are given the chance to experience authentic and open inquiry processes, by defining which themes, questions and approaches will guide their scientific endeavors. In this study, we analyzed data from over 5,000 projects presented at a nationwide science fair in Brazil over the past 20 years using topic modeling to identify the main topics that have driven students' inquiry and design. Our analysis identified a broad range of topics being explored, with significant variations over time, region, and school setting. We argue those results and proposed methodology can not only support further research in the context of science fairs, but also inform instruction and design of contexts-specific resources to support students in open inquiry experiences in different settings.

Earth remains the only known example of a planet with technology, and future projections of Earth's trajectory provide a basis and motivation for approaching the search for extraterrestrial technospheres. Conventional approaches toward projecting Earth's technosphere include applications of the Kardashev scale, which suggest the possibility that energy-intensive civilizations may expand to harness the entire energy output available to their planet, host star, or even the entire galaxy. In this study, we argue that the Kardashev scale is better understood as a "luminosity limit" that describes the maximum capacity for a civilization to harvest luminous stellar energy across a given spatial domain, and we note that thermodynamic efficiency will always keep a luminosity-limited technosphere from actually reaching this theoretical limit. We suggest the possibility that an advanced technosphere might evolve beyond this luminosity limit to draw its energy directly from harvesting stellar mass, and we also discuss possible trajectories that could exist between Earth today and such hypothetical "stellivores." We develop a framework to describe trajectories for long-lived technospheres that optimize their growth strategies between exploration and exploitation, unlike Earth today. We note that analyses of compact accreting stars could provide ways to test the stellivore hypothesis, and we more broadly suggest an expansion of technosignature search strategies beyond those that reside exactly at the luminosity limit.

When answering a question, humans utilize the information available across different modalities to synthesize a consistent and complete chain of thought (CoT). This process is normally a black box in the case of deep learning models like large-scale language models. Recently, science question benchmarks have been used to diagnose the multi-hop reasoning ability and interpretability of an AI system. However, existing datasets fail to provide annotations for the answers, or are restricted to the textual-only modality, small scales, and limited domain diversity. To this end, we present Science Question Answering (ScienceQA), a new benchmark that consists of ~21k multimodal multiple choice questions with a diverse set of science topics and annotations of their answers with corresponding lectures and explanations. We further design language models to learn to generate lectures and explanations as the chain of thought (CoT) to mimic the multi-hop reasoning process when answering ScienceQA questions. ScienceQA demonstrates the utility of CoT in language models, as CoT improves the question answering performance by 1.20% in few-shot GPT-3 and 3.99% in fine-tuned UnifiedQA. We also explore the upper bound for models to leverage explanations by feeding those in the input; we observe that it improves the few-shot performance of GPT-3 by 18.96%. Our analysis further shows that language models, similar to humans, benefit from explanations to learn from fewer data and achieve the same performance with just 40% of the data. The data and code are available at https://scienceqa.github.io.