APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?
Reference answer: The water was evaporated, leaving the salt.

Student answer: We evaporated the water.

Student answer: We poured just the water into another thing and let the water evaporate.

Student answer: We kept the salt in the vial and put the water in the Petri dish.

Student answer: Get all the water out.
Question: You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?
Reference answer: The crystals were square with Xs on the surface.

Student answer: Well because we broke them apart.

Student answer: By looking very closely at it.

Student answer: We know the crystals were salt because we identified them.

Student answer: Because I look at the chart.
Question: Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote "yes" if the tool scratched the mineral and wrote "no" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.
Reference answer: Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.

Student answer: Topaz is most like mineral Z because Topaz cannot be scratched by anything and mineral Z can only be scratched by one thing.

Student answer: Topaz is harder than X, Y, and Z. Because it could not get scratched by the tools.

Student answer: Topaz is harder than X, Y, Z.

Student answer: Topaz would be the hardest because none of the tools could scratch X, Y, Z.
Question: Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?
Reference answer: Rub the minerals together and see which one scratches the other.

Student answer: She can rub them against each other.

Student answer: Rubbing them together.

Student answer: Rub one of the minerals against the other one and see if it has a mark or a scratch.

Student answer: Rub them together and see if one scratches the other!
Question: Georgia found one brown mineral and one black mineral. How will she know which one is harder?
Reference answer: The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.

Student answer: The one that starts to gather.

Student answer: That it stay the scratch.

Student answer: Which one leaves a scratch.

Student answer: The harder one leave a scratch on the less scratch mineral.
Question: If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.
Reference answer: Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.

Student answer: He would put vinegar on the rock get the strange then is quiet it and see if there is calcite.

Student answer: Move.

Student answer: Cube to in test and look for crystals.

Student answer: If it fizzles it has calcite.
Question: Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.
Reference answer: The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).

Student answer: Calcite crystals are flaky and salt crystals were not flaky. They are square instead.

Student answer: Calcite crystals look different than salt crystals.

Student answer: The mock rock is smelt like flour but the crystals did not.

Student answer: Crystals are already there so calcite will leave different crystals behind.
Question: Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.
Reference answer: The crystals are the same shape as the alum crystals.

Student answer: The pictures look the same.

Student answer: Because the minerals on the top look just the same as alum on the bottom.

Student answer: I was seen the Epsom salt rock, alum rock. And I see it is the sodium the sulfate rock and I said yes.

Student answer: Because it has some shapes in it.
Question: Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.
Reference answer: The salt crystals are squares with Xs on top.

Student answer: Salt crystals are small and white.

Student answer: They are square with Xs in the middle.

Student answer: The salt crystal evaporates when water gets by them.

Student answer: The salt crystals will look like small squares with Xs.
Question: You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.
Reference answer: Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.

Student answer: If you see bubbles coming from the rock it contains calcite.

Student answer: You would observe if the rock or mineral bubbles when you put it in the vinegar.

Student answer: You would observe if it was fizzing because calcite has a strong reaction to vinegar.

Student answer: It would fizzles.
Question: Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?
Reference answer: The harder coin will scratch the other.

Student answer: You could scratch the penny against the nickel and the nickel against the penny. If one scratches the other, it is harder.

Student answer: Find the more harder metal and the rock and penny is harder and see it want is harder.

Student answer: If she can scratch a penny with her fingernail the nickel is harder.

Student answer: A nickel is harder than a penny and a penny is lighter at water.
Question: The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.
Reference answer: The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.

Student answer: Because it will not get dry.

Student answer: Because one is heavy and one is not.

Student answer: Because sand and flour do not mix very well.

Student answer: The rock is tough.
Question: Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.
Reference answer: Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.

Student answer: 1. Get one ounce of walnuts and peanuts. 2. Smear each one on a circle of the same size on absorbent paper. 3. Put it flat on a tray. 4. Wait a couple of days. 5. Measure and take results.

Student answer: 1. Anna can use a brown paper bag. 2. Spread the food on the brown paper bag. 3. Wait 2 days. 4. See which one has the most grease spots.

Student answer: First weigh the walnuts and peanuts to one gram amount. Then, spread the one gram walnuts and peanuts on the same brown paper. Then wait 2 days.

Student answer: First you have to have these materials, 2 brown paper indicators, weigh machine, 2 cups, one gram block, spoon and stick. You put 2 cup on each side of the weigh machine with brown paper on each of the cups. Then you smear the food sample on the brown indicator then wait for 2 day.
Question: Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).
Reference answer: Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.

Student answer: By looking at the scale and seeing which one is lower.

Student answer: A grease spot will appear whatever grease spot is bigger that food has more fat.

Student answer: The oil or fat will have spread on the paper.

Student answer: And she can help you to measure the cup.
Question: Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?
Reference answer: Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.

Student answer: Susan will know which food contains the most sugar by comparing the amount of carbon dioxide each food sample has.

Student answer: The bag will be full of carbohydrate and it will be fat.

Student answer: She will know by measuring it also whichever has more bubbles.

Student answer: Whichever one has the highest volume.
Question: Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?
Reference answer: No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.

Student answer: No because if they were pure sugar it would be 200 milliliters not 150 milliliters.

Student answer: No, because the Fruity Cream cookies is at 150 milliliters.

Student answer: No because it show it on the picture plus it has less sugar on it.

Student answer: Yes, it contain several grams of sugar.
Question: Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?
Reference answer: Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.

Student answer: To see if Fruity Cream cookies are full of sugar like her father said.

Student answer: Yeast, warm water, and some containers.

Student answer: To compare them and see how much less sugar Fruity Cream cookies.

Student answer: Because her dad told her that is pure sugar.
Question: Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?
Reference answer: The food contains sugar.

Student answer: She is doing a sugar test.

Student answer: The chemical reaction indicates that yeast has acid.

Student answer: That this food has acid and or sugar.

Student answer: The chemical reaction creates acid.
Question: Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?
Reference answer: If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.

Student answer: What amount of sugar and acid that is in the food.

Student answer: If the syringe goes up and if it bubbles that means it has acid.

Student answer: Well if it has a lot of volume it has sugar and if the syringe goes all the way up it has acid.

Student answer: That the food contains acid and sugar.
Question: Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?
Reference answer: Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.

Student answer: Overly Orange contains a higher concentration of vitamin C. The evidence is that it had the least number of drops to turn clear.

Student answer: It took less juice to make the indophenol turn clear.

Student answer: Yes, because if is changes color it has more vitamin C.

Student answer: Overly Orange has more vitamin C because it took less drops, more drops means less vitamin C. Less drop mean more vitamin C.
Question: Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?
Reference answer: Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.

Student answer: Because it had no vitamin C.

Student answer: The indophenol did not change color because it does not have vitamin C in it.

Student answer: There probably was not any vitamin C in it.

Student answer: The reason it did not change color is because there is no vitamin C in the Fruitsnap.
Question: Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?
Reference answer: Both finger patterns are loops.

Student answer: They are both loops.

Student answer: They are loops.

Student answer: They both have a whorl.

Student answer: They are both arches.
Question: Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?
Reference answer: Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.

Student answer: They are rough. A has bumpy dots. B has bumpy dots and lines.

Student answer: A is like lines and B has squares and lines.

Student answer: B looks like it is bumpy and A looks like is smooth.

Student answer: A is probably smoother than B.
Question: Look at the finger patterns below, then answer the questions. What is different about the finger patterns?
Reference answer: The loops begin at opposite sides of the print.

Student answer: The loop are go different.

Student answer: On his A arch.

Student answer: One is lighter than the other.

Student answer: They are going different directions.
Question: Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?
Reference answer: Compare prints to see if the patterns are the same.

Student answer: Look really carefully at the paper and see if it is the same.

Student answer: Because there is small dogs and huge dogs.

Student answer: Because they may be arches, whorl and loop.

Student answer: The figure, texture, shape, and how it looks.
Question: When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?
Reference answer: Seeing multiple colors would show that vinegar can separate the permanent ink.

Student answer: By looking at the vinegar.

Student answer: She would use filter paper and dip it into water.

Student answer: By looking at the pigment and chromatography.

Student answer: We try it and it work.
Question: Describe what you would see if a mirror were placed along a line of symmetry on a flat object.
Reference answer: The mirror would complete the image of the object and make the object appear whole.

Student answer: Is flat but when you write your letters backwards.

Student answer: You would see the whole shape.

Student answer: Half of the flat object.

Student answer: What the mirror is reflecting on the flat object.
Question: Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.
Reference answer: 2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.

Student answer: 2. Then put the tape on the side, then trace your neighborhood.

Student answer: 2. Make a model then copy it. 4. Trace it then make the closer together.

Student answer: 2. Trace the things on the overlay grid. 4. Draw all the things that was on the overlay grid onto the map.

Student answer: 2. Trace the homes, train tracks, and trees.
Question: What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.
Reference answer: Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).

Student answer: Water pushes sand to make a slope.

Student answer: By erosion.

Student answer: Deltas are formed by erosion and deposition.

Student answer: Deltas form by the water wearing down the mouth and dragging it down.
Question: Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?
Reference answer: The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.

Student answer: Because it is much lighter than sand and pebbles, so it can travel farther.

Student answer: The clay is deposited in the lake because it is lightest and is like a basin.

Student answer: It is deposited where I indicated because the clay is the second heaviest so the river could not move it as far as the sand easily.

Student answer: The clay is the farthest from the mouth of the river because it is the lightest and smallest.
Question: Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?
Reference answer: Water will always flow downhill (mountain to valley).

Student answer: I think the water flows that direction because happy valley is where it empties into.

Student answer: I think the river flows in that direction because the pathway, the river flows toward happy valley.

Student answer: Because somewhere in that mountain there is a water source and the water flows down the mountain.

Student answer: I believe it flows in that direction because the earth water comes out of cracks in mountain a flow down the mountain and into river.
Question: How does the water flow in a creek during a flood compared to normal water flow?
Reference answer: During a flood there is more water in the creek and the water flows faster.

Student answer: A flooded stream would run faster and the height of the river would be higher.

Student answer: The water flows a lot faster.

Student answer: The water flow would change because if it floods it would overflow start a new and wider channel.

Student answer: The water flows slow in a creek during a flood compared to a normal water flow.
Question: Use the "slope" and "no slope" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?
Reference answer: You can see how much time is taken for the earth materials to move.

Student answer: What time the things happen.

Student answer: It tells you when things happened.

Student answer: Water flows faster.

Student answer: The times, as well as things that have to do with the time, and observations you cannot draw.
Question: Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?
Reference answer: She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.

Student answer: It tells you the elevation so you hike the easiest way.

Student answer: Because you where how big or 4.

Student answer: She would recommend it because when they take the hike, they will know how steep the mountain is.

Student answer: I think she would recommend this because a topographic map tells you more information for where you need to go.
Question: Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?
Reference answer: The contour lines are closest together at Q.

Student answer: I know because the contour lines are smaller.

Student answer: I Think this because for Q the mountains steepness 5000 and Q is very close.

Student answer: The contour lines are closer together.

Student answer: I know this by on the Q side the lines are closer together so they are steeper.
Question: What happens to earth materials during deposition?
Reference answer: Earth materials settle out during deposition.

Student answer: The earth materials will wear away.

Student answer: Earth materials are moved by water to another spot in the stream.

Student answer: During deposition earth materials are picked up and dropped on farther downstream near the mouth.

Student answer: They are being dropped off.
Question: The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?
Reference answer: 40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.

Student answer: Because the circle is gets bigger.

Student answer: 40 meters, I know because each contour line is 20 meters.

Student answer: B, Because it is between the A and C.

Student answer: 40 meters, The contour elevation goes up by 20 meters and if you double 20 you get 40.