APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: What is the evidence in this experiment that OJ1 or OJ2 had more acid?
Reference answer: The syringe for OJ1 rose higher because OJ1 produced more gas, so OJ1 has more acid than OJ2.

Student answer: The syringe popped up higher.

Student answer: The evidence is that OJ1 has a higher dot.

Student answer: The evidence is that it has more in the syringe.

Student answer: The evidence is carbon dioxide.

Student answer: OJ1 has more acid because the dot is higher than OJ2's dot.

Student answer: The little siky dot on OJ1 is higher than OJ2.

Student answer: The plunger went higher which means there is more acid.

Student answer: The evidence was that OJ1 was higher than OJ2.

Student answer: Because the acid made OJ1 go up higher than the OJ2 in the tube.

Student answer: Because OJ1 is higher up than OJ2 so that means it has more acid.

Student answer: The evidence is that water has a higher concentration of acid.

Student answer: OJ1 has a little bit more than 0.5. OJ2 is less than OJ1 and has about 0.5 or in between 0.25 and 0.5 of orange juice added.

Student answer: It is higher than OJ2.

Student answer: OJ1 has more acid because it has more amount of gas in the syringes. The more the gas the more acid it has.

Student answer: That the more carbon dioxide means that it is an acid.

Student answer: Because the acid in carbon dioxide was higher than the carbon dioxide of OJ2.

Student answer: Its little meter.

Student answer: If you look on the chart the dot is higher, so it has more vitamin C.

Student answer: OJ1's syringe filled up with carbon dioxide more than OJ2 did, making OJ1 have more acid.

Student answer: The evidence is that OJ1 has more acid because it is higher.

Student answer: OJ1 because it went higher on the picture.

Student answer: It had more fizz and pressure.

Student answer: I know this because OJ1 is higher than OJ2 is.

Student answer: The evidence is that if it is higher it has more gas the lower the less gas.

Student answer: There is more gas in the syringes.

Student answer: OJ1 has more than 0.5 but OJ2 has a little more than 0.25.

Student answer: OJ1 is more than 0.5 full but OJ2 is less than 0.5 full.

Student answer: The evidence is that the syringe will pop up, whatever number it lands on that is how much acid it contains.

Student answer: OJ1 is on the 0.5 and OJ2 is in between the 0.5 and the 0.25.

Student answer: Because OJ1 has a more amount of acid.

Student answer: It is higher.

Student answer: The syringe on OJ1 rose higher than on OJ2.

Student answer: The syringes in the OJ2 has less gas and the OJ1 is higher in OJ1.

Student answer: Because it reacted the most.

Student answer: The syringe that contains more gas indicates that it has more acid.

Student answer: OJ1 was above 0.5 and OJ2 was in between 0.25 to 0.5.

Student answer: The OJ1 has a marker in a higher spot than OJ2 which means OJ1 produced more gas than OJ2.

Student answer: The evidence is the syringe went higher up with OJ1 than with OJ2.

Student answer: The evidence is the OJ1 has more vitamin C in it.

Student answer: Which juice has a higher concentration of acid.
Question: What happens to earth materials during erosion?
Reference answer: Earth materials are worn away and moved during erosion.

Student answer: Earth material gets eroded and carried away.

Student answer: They are eroded by water, wind, and or ice.

Student answer: They form into other solids water, lava, wind.

Student answer: They just move around.

Student answer: They all settle to the bottom.

Student answer: They make canyons and erode away.

Student answer: They get carried away by wind, ice, or water.

Student answer: During erosion earth materials are worn away by water wind or ice.

Student answer: They get eroded away.

Student answer: Earth materials start to weather away from wind, water, and ice. When they are being eroded.

Student answer: Earth materials are worn away by I see ant other stuff.

Student answer: The earth materials move land.

Student answer: I turn into a stream.

Student answer: The earth materials wears away.

Student answer: But it will be you and but it was be because.

Student answer: The earth material will get smaller and make new land.

Student answer: Earth material forms a canyon.

Student answer: All of the materials get washed away and the make a way for the water.

Student answer: They get worn away to the deposition.

Student answer: The delta starts to get bigger.

Student answer: The materials are worn away.

Student answer: They slowly break down to where you cannot see them.

Student answer: Earth materials during erosion wear down until they are smooth.

Student answer: It breaks down the materials.

Student answer: Earth materials get taken away from river banks, beaches, and island.

Student answer: The materials get scattered around.

Student answer: During erosion earth material are being moved by wind, water, or ice.

Student answer: Earth materials just simply change shape by smoothing out.

Student answer: During erosion earth materials break away and flow away.

Student answer: They get smashed and grinded into new shapes, sizes or even little pieces you can barely see.

Student answer: Erosion is the process of moving sediment from one place to another.

Student answer: They are picked up by wind or water then they are dropped.

Student answer: Earth materials are grinded down and worn away during erosion.

Student answer: The earth materials gets broken down.

Student answer: Materials are picked up by the water and carried away. The faster the water, the more picked up. Deposition always happens after erosion.

Student answer: They get worn down.

Student answer: The materials rise and disappear.

Student answer: They are picked up or eroded by water.

Student answer: The thing that happens during erosion is earth materials are worn away.

Student answer: What happens earth materials during erosion is the materials are carried away form water that tables 9 to another place.
Question: The machine you see in the picture is used to load steel beams onto delivery trucks. If there are no hooks or ropes that attach the steel beams to the lifting machine, how is it possible to move the steel beams onto the trucks? How is the machine able to drop the beams onto the truck?
Reference answer: When the electricity is turned off, the magnetism stops and the machine drops the beam onto the delivery truck.

Student answer: It is able to because you have opposable thumbs.

Student answer: The machines probably has a sensor that tells it when to drop the beam.

Student answer: There is switch to turn it on and off.

Student answer: He probably has a switch hook up to it.

Student answer: It has a switch.

Student answer: The electromagnet is turned off.

Student answer: Turning a switch or pushing a button.

Student answer: Someone will turn off the switch.

Student answer: There is a switch that turns the truck off and on when off it has no magnetism so it drops.

Student answer: It is connected to a switch that turns it on and off.

Student answer: The magnet can turn on and off.

Student answer: By turning off the electricity.

Student answer: Well the person can cut it out and that is how it will drop.

Student answer: They have the switch off.

Student answer: The machine is able to drop onto the truck because there is a on and off switch.

Student answer: It is able to because they have a switch that turns it off and on.

Student answer: They turn off the magnetism.

Student answer: It cuts it off.

Student answer: It is able to because a magnet can never lose its magnetism.

Student answer: By turning off the switch.

Student answer: He is able to by cutting the power of the crane and the drop.

Student answer: You have to turn off the magnet.

Student answer: It is able to drop them by shutting off the electricity traveling through it so the steel beams drop.

Student answer: By switching the magnet poles.

Student answer: Not going to attach.

Student answer: Stopping the magnetic force.

Student answer: It is able to do that by cutting off the flow of electricity.

Student answer: By switching the magnet off.

Student answer: It is controlled with a control panel.

Student answer: It is able by because it is steel.

Student answer: The machine can drop its magnetic force.

Student answer: There is a person that pushes a button and it turns on and off.

Student answer: It is able to drop them by cutting the force between the magnet and the steel beam.

Student answer: They would use a controller so that they let them go and drop them.

Student answer: The man press this button to drop it.

Student answer: They will have to dump it, they do not have another way.

Student answer: You could pick up the beam and put it on the truck.

Student answer: They would have to have an on and off.

Student answer: The machine is able to pick up and drop off because of the electromagnet.

Student answer: The machine turns off and disconnects the electricity flow.

Student answer: There has to be a switch.
Question: Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. Why is it important to have standard units of measurement?
Reference answer: To communicate the measurement to other people and have the people know exactly what is meant.

Student answer: Because he could have a temperature.

Student answer: Like people understand it. Like say I want 2 liters of gas.

Student answer: So everybody knows what you mean.

Student answer: For you can do it right.

Student answer: A standard unit is important because you can get the same unit and the same measurement.

Student answer: A standard unit is a important thing to do.

Student answer: It is important because if someone else had something different then you will not get the same.

Student answer: It is important because if learn how to use a standard unit you can go to other countries.

Student answer: Because it could be right or wrong but if it is important you need a standard unit of measurement.

Student answer: So we can have the same measurement as like a person in China that how I learned that.

Student answer: So you know how to measure.

Student answer: To know how to best way to do it.

Student answer: So everyone know what you are talking about.

Student answer: Because you will not get the right answer.

Student answer: Because we have to get the same.

Student answer: So you get a lot of right answers.

Student answer: Is important to use a standard unit of measurement because if we will not use a standard unit of measurement we are going to get different answers.

Student answer: Because you do not get the answer right and thing do not go well.

Student answer: We have started measurement because so that everyone agrees on it.

Student answer: So you can communicate with other people.

Student answer: So you knew the temperature.

Student answer: Because we need to so we can measure temperature, or anything else.

Student answer: In case if someone is sick.

Student answer: So you can know what the answer is.

Student answer: So people would understand each other.

Student answer: Because it is important to use standard to measurement.

Student answer: To communicate.

Student answer: We can use them when we need them.

Student answer: To communicate.

Student answer: Because measurement is better.

Student answer: Because maybe it is bigger or smaller and your hands are bigger or smaller.

Student answer: So you can get the same answer.

Student answer: To know what to wear.

Student answer: So you know how to get the right answer.

Student answer: You got have a standard measurement for you could know what is the real answer.

Student answer: So that if you just measure anything else you will not get the right answer.

Student answer: So you do not get the wrong answer.

Student answer: Because if will not work.

Student answer: You cannot find out the temperature.

Student answer: Because you will not get the right.
Question: Explain in one sentence what each graph tells you. Graph C) size of ice cube versus time.
Reference answer: As time increases, the size of the ice cube decreases.

Student answer: This tells me that the ice cube is melting.

Student answer: How long it takes for an ice cube to melt.

Student answer: The graph tells you the amount of time it took to make the ice cubes the sizes that they are.

Student answer: The ice cube gets smaller and smaller.

Student answer: As the time increases the size of ice cubes decreases.

Student answer: The size of the ice cube went down.

Student answer: This one show me the size of a ice cube and I think maybe how long it took to grow into a certain size.

Student answer: The size of the ice cube and how many times it melts.

Student answer: I think the graph tells me that the data decreases.

Student answer: That an ice cube melts with time.

Student answer: I think this graph tell me the times is about 25 seconds and size of ice cube is about 30.

Student answer: The bigger the ice cube the slower. The smaller is fast.

Student answer: This graph shows you that there is an equal amount of time.

Student answer: This graph tells you what size ice cube melts faster in a certain amount of time.

Student answer: The more the time the less size of the ice cube.

Student answer: It tells you the size of the ice cube and the time.

Student answer: This graph is telling me the size of ice cubes they got in a certain amount of time.

Student answer: The size of the ice cube was at first solid but then it started melting and getting smaller and smaller in a certain amount of time.

Student answer: The ice cube will get smaller when time goes by.

Student answer: As time goes on size of ice cube stays the same.

Student answer: As time goes on the size of ice cube goes down.

Student answer: As time goes on the ice cube decreasing because it is melting.

Student answer: As time goes on the size of the ice cube goes diagonal but it does not touch the line.

Student answer: As time goes on the size of ice cube decreases.

Student answer: The ice cubes are decreasing.

Student answer: As time goes on the size of ice cubes goes down.

Student answer: As time goes on the size of the ice cube melts.

Student answer: As the ice cube sits it will melt faster.

Student answer: As time goes on the size of ice cube stays the same.

Student answer: As time goes on the size of ice cubes decrease.

Student answer: As time goes on the ice cube decreases.

Student answer: As time goes on the ice cubes decrease.

Student answer: As time goes on the size of ice cubes will melt until it is all gone.

Student answer: As time goes on the size of ice cubes is decreasing.

Student answer: As time goes on the size of ice cubes is decreasing.

Student answer: Time is increasing while ice is decreasing.

Student answer: I think the ice cube is more like melting.

Student answer: The size of the ice cube decreasing and the time is increasing.

Student answer: Also, this one is decreasing.

Student answer: Time is increasing was the cube is decreasing.