APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?
Reference answer: The particles of the solid are too big to go through the holes in the paper filter.

Student answer: Because the solid is big and it cannot go through the filter paper.

Student answer: The solid stays because it is bigger than the holes in filter and stay in the filter.

Student answer: The solid is bigger than the holes in the filter.

Student answer: Because you cannot handle the water. For example we cannot handle water on our hands but we can handle solid things.
Question: Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.
Reference answer: Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.

Student answer: No because Mariella's is more concentrated because her's has less water so it is taste more sweeter or saltier.

Student answer: Yes because they both have the same amount of water.

Student answer: Yes, because if the same amount of solute and make a saturated solution the concentration would be the same if the solutions had the same volume.

Student answer: No because one has 100 milliliters of water and the other has 250 milliliters of water.
Question: Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.
Reference answer: The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.

Student answer: Because they are equally concentrated and they both have some of water.

Student answer: There is 2 times as much of the same solution in B as in A therefore equal volumes would weigh the same.

Student answer: Taking 50 milliliters from solution B would equal solution A.

Student answer: Solution B is just double solution A.
Question: Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.
Reference answer: Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.

Student answer: Cup 2 has more material on the bottom than cup one. So cup one might one scoop saturated and cup 2 might have 3 scoops on the bottom but the same concentration in the solution.

Student answer: Because cup A have more solute then cup one. But they have the same amount of water.

Student answer: I chose C because it has 8 spoons solute.

Student answer: Once saturated it is at the most concentration it can get, and they are both saturated.
Question: Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.
Reference answer: Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.

Student answer: Because it was bubbly.

Student answer: Because it bubbled.

Student answer: Jorge knew that because it was bubbly and when it bubbly it means it is gas.

Student answer: Because once the 2 chemicals mixed the solution started to react by fizzing bubble.
Question: A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?
Reference answer: A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]

Student answer: That indicates that there is a precipitate on the sides.

Student answer: It is a reaction.

Student answer: That indicates the 2 thing mixed together became a precipitate.

Student answer: There was a chemical reaction and a precipitate was formed.
Question: When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?
Reference answer: The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.

Student answer: A gas is being formed causing it to bubble.

Student answer: Fizzing usually means bubbles. And bubbles mean there was gas formed which is a sign of a chemical reaction so yes.

Student answer: The bubbles occurred because it was gas.

Student answer: Probably.
Question: Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.
Reference answer: A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.

Student answer: She make a solution because she put eggshells into the cup and covered.

Student answer: Because when she found it was.

Student answer: She made a solution because she did eggshells and vinegar. Vinegar makes stuff bubble.

Student answer: Because something dissolved and stuff.
Question: Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.
Reference answer: A reaction was indicated by the bubbles of gas (a new material) being produced.

Student answer: The bubbles.

Student answer: Because of the bubbles on the shell.

Student answer: Because the vinegar is a reaction to eggshells and because of the reaction the eggshells are gone.

Student answer: Because she added more than 2 chemicals producing the small bubbles on the eggshells that dissolved.
Question: Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.
Reference answer: Yes, they could both be correct. Solubility is not the same for all materials.

Student answer: Yes because solubility means how soluble a mixture is. So they can be more or less soluble.

Student answer: Yes.

Student answer: No because all different solids have different solubility.

Student answer: They could be different because they are not the same thing.
Question: Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?
Reference answer: The mixtures are all clear.

Student answer: That it is clear that is how he can know.

Student answer: Mixture one and 3 are both clear and nothing on bottom.

Student answer: Mixture one and 2 are clear.

Student answer: The mixture 4 and 5 are saturated and a mixture is not a solution until it is saturated.
Question: Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.
Reference answer: The concentrations are the same because both mixtures are saturated.

Student answer: Mixture 5 is greater than mixture 4, it had more solid.

Student answer: The same because they are saturation and it cannot go any more.

Student answer: Same because they both got something.

Student answer: More because there is more solid.
Question: Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?
Reference answer: Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).

Student answer: You use a filter to separate the solid and the water in a cup the solid stays on the filter and the water goes through.

Student answer: He could evaporate the water and then the solid will turn into crystals.

Student answer: He could put the solution through filter paper and separated the solute and the solvent.

Student answer: Filter the solution and the salt, dissolved salt, will stay on the filter and the water will just go back in the cup.
Question: Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?
Reference answer: Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.

Student answer: Clear with nothing on the bottom because one is clear with nothing on the bottom and 3 is the same.

Student answer: He would observe nothing. It would be a solution. Because mixture one and 3 each have one scoop more or less and they are still solutions.

Student answer: It would probably saturate.

Student answer: Clear nothing on bottom because mixture 3 has clear and nothing on the bottom and it has 3 scoops.
Question: Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.
Reference answer: X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.

Student answer: X, cup x is a lot more concentrated because x is more heavy.

Student answer: Y, I think y because x just because it is heavier does not mean that that is more concentrated. I think it means it is less concentrated because there is more room the more water the more room.

Student answer: X, because solution x weighs more and has more solute.

Student answer: X, because cup x has more stuff in it than cup y. cup y could still hold more.
Question: Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?
Reference answer: Crystals of different materials have different shapes. So the shape will help identify the material.

Student answer: Yes, because he could find out what type of crystals they are.

Student answer: By comparing them to other solutions.

Student answer: Weight them all.

Student answer: Each crystal has its own properties so if he recognized if he would know what solute it was.
Question: Why does a rubber band make a sound when you pluck it (pull and let go quickly)?
Reference answer: The rubber band vibrates.

Student answer: Because the vibration makes it.

Student answer: Because it vibrates.

Student answer: Because it is made rubber.

Student answer: A rubber band make a sound by vibration when you pluck it, so that is how it cause the sound.
Question: Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?
Reference answer: Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.

Student answer: Sammy's idea - Because the plastic, the metal, and the wood are different sounds.

Student answer: Sammy - Because Nathaniel's is the same material and Sammy's is different material than just wood.

Student answer: Nathaniel - Because it has different sounds and metal vibrates more than wood and plastics, plastic is a different material than wood and makes a different sound.

Student answer: Sammy - Because they are different things which make different sounds.
Question: A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.
Reference answer: If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.

Student answer: The short string has a higher pitch sound.

Student answer: The lower pitch make's the loudest noise.

Student answer: The shorter the string the higher the pitch the Longer the string the lower the pitch.

Student answer: The shorter string has a higher pitch than the longer string!
Question: Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?
Reference answer: The water splashed because the fork was vibrating. Vibrations make sounds.

Student answer: Vibration maked all these sound so probably it was vibration.

Student answer: Because the water splashed because of the vibrations moving.

Student answer: Because it moves around.

Student answer: It moves and it vibrate.
Question: Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.
Reference answer: When the string was tighter, the pitch was higher.

Student answer: You tighten the string you pull a string when the other hand tighten.

Student answer: I get a higher pitch.

Student answer: If the string on the guitar was shorter it would make a higher pitch.

Student answer: It is going to sound high. And if it not tightened it going to sound low.
Question: Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.
Reference answer: When the string was shorter, the pitch was higher.

Student answer: If you shorten the string it is louder.

Student answer: The pitch was a higher pitch.

Student answer: It makes a loud sound.

Student answer: The pitch will get higher.
Question: Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?
Reference answer: The saxophone has the longest and fattest tube.

Student answer: Because the bigger it is the lower the sound.

Student answer: I think it makes a low sound because it has a little hole so the sound can get through.

Student answer: Because it has to travel a long distance.

Student answer: The sound goes a long distance.
Question: Kate said: "An object has to move to produce sound." Do you agree with her? Why or why not?
Reference answer: Agree. Vibrations are movements. Vibrations produce sound.

Student answer: Yes I do agree because there are some that have to shake.

Student answer: No! Because a TV makes sound and does not move.

Student answer: I agree with Kate because a vibration has to move And in order for sound to be made it needs to vibrate.

Student answer: I agree because it has to vibrate and vibrating is moving.
Question: Why was the siren's sound designed to have this property?
Reference answer: So that people notice the sound.

Student answer: To get cars out of the way.

Student answer: Because to warn people to get out of the way.

Student answer: It is so loud about 2 blocks away can hear it.

Student answer: So the cars and people would know that a is burning or is stuck in a small place so the peoples and cars could get out of the way for the fire engine could get through.
Question: Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?
Reference answer: When the string is tighter, the pitch will be higher.

Student answer: If she did the pitch would be louder.

Student answer: It would of got higher.

Student answer: The pitch will be lower.

Student answer: The pitch would be higher if she pulled it really tight.
Question: Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?
Reference answer: When the string is longer, the pitch will be lower.

Student answer: It would be the same.

Student answer: Low.

Student answer: It would of got higher because it is a longer string so if she plucked it it still would be high.

Student answer: It would be low pitch.
Question: Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?
Reference answer: Shadows change during the day because the Earth is turning. The Sun stays in one place.

Student answer: Because earth rotates the sun does not move.

Student answer: Because although it looks like the sun moves, the earth is really moving making the way the sun shines on the earth different.

Student answer: Because only the earth move not the sun and if you are on the earth you could feel the sun beam on you all the time when you are outside.

Student answer: So you can tell the time by your shadow instead of looking at a watch.
Question: The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?
Reference answer: In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.

Student answer: Because the person the north side has the longest shadow and the fountain on the west and the tree have the west shadow.

Student answer: I knew which direction was north, so I figured that west was to the left.

Student answer: Because I remember a compass rose and west is on the left side.

Student answer: I know which direction is west because west always points at the opposite direction.
Question: Why does the tree shown in the picture have a shadow?
Reference answer: The tree blocks the light from the Sun.

Student answer: The light makes the shadow.

Student answer: The tree picture is look like the tree is in east.

Student answer: Because it is dark and the sun is on east direction.

Student answer: Because since the sun is out it gives it a shadow.
Question: What is a heat sink?
Reference answer: A heat sink is any material that absorbs (a lot of) heat.

Student answer: A material that goes slowly and energy goes slowly.

Student answer: Something the heat sinks into.

Student answer: Sand is heat sink.

Student answer: A system that takes a long time to heat up and a long time to cool off.