APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?
Reference answer: The motor will continue to run because the motor still has a pathway to the D-cell.

Student answer: The motor will still run.

Student answer: The motor will burn out.

Student answer: The motor will go out too.

Student answer: The motor will still run.

Student answer: It would stay on.

Student answer: It would still work.

Student answer: It will run the same it is a parallel.

Student answer: The motor will keep going until the D-Cell runs out.

Student answer: The motor will stop running.

Student answer: The motor will still run because it is a parallel circuit.

Student answer: It will still run.

Student answer: Nothing will happen. It will still run.

Student answer: They both go out.

Student answer: The motor will quit because it is in a series if one thing runs out the rest that are hooked up to it will not work.

Student answer: The motor will stay on because the wire is coming out of the positive end and the back.

Student answer: If the bulb shuts off the motor will turn off because it is a series circuit.

Student answer: The motor will stay on.

Student answer: The motor will not work.

Student answer: The motor will stop.

Student answer: If the light bulb burns out the motor will keep on going.

Student answer: The motor will keep going.

Student answer: The motor will still keep running.

Student answer: The motor will still be running.

Student answer: There will be no electricity.

Student answer: The motor will go out.

Student answer: The motor will run.

Student answer: If the light bulb burns out, the motor will not work.

Student answer: The motor will stop working.

Student answer: It would not work.

Student answer: The motor will still work.

Student answer: Nothing will happen.

Student answer: The motor will stop.

Student answer: The motor will run.

Student answer: The motor is going to keep going when the light bulb goes out.

Student answer: It will still run.

Student answer: It will still run because it is not sharing a wire like a series does.
Question: Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?
Reference answer: If the middle bulb burns out the other 2 bulbs will stay lit.

Student answer: The other 2 will still light.

Student answer: They will stay lit.

Student answer: Only the middle bulb will go out.

Student answer: They will stay light.

Student answer: Well first I think it is a series, so it will be a problem.

Student answer: The other ones will work even better.

Student answer: All of them will go out.

Student answer: They will still be burning.

Student answer: They bulbs will not go out.

Student answer: They will stay lit.

Student answer: They will stay light.

Student answer: The 2 other bulbs will run if the middle one burns out.

Student answer: Nothing will happen.

Student answer: The left bulb will still be lighting because the diagram is a parallel.

Student answer: If it is a parallel circuit it will stay lit. If it is a series circuit it will not stay light.

Student answer: If one goes out then the 2 will stay on.

Student answer: The 2 bulbs will stay lit.

Student answer: The bulbs will stay lit.

Student answer: The rest stay on.

Student answer: If the middle bulb burns out the other 2 will burn out also.

Student answer: The other bulbs will stay on.

Student answer: The other 2 bulbs will stay running the whole time the circuit is closed.

Student answer: The other 2 will stay lit.

Student answer: If one burns out the rest will stay on.

Student answer: The other bulbs will stay on because it is a parallel circuit.

Student answer: The top bulb will still light up.

Student answer: The third will not burn out.

Student answer: The other bulbs will still light.

Student answer: Nothing will happen.

Student answer: If the middle bulb burns out the 2 would burn out.

Student answer: The bulbs do not burn out.

Student answer: It will still work.

Student answer: The light will still run.

Student answer: The 2 bulbs will still be lit when it goes out.

Student answer: They will all cut off.

Student answer: If the middle one burns out the other will still light.

Student answer: No.

Student answer: I think they will not go out.
Question: Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.
Reference answer: Greta and Andre have different sized hands.

Student answer: They got different measurements because their hands are different sizes.

Student answer: They got different measurements because their hands could be different sizes.

Student answer: Because hands can be different sizes.

Student answer: Maybe Andre's hand is bigger than Greta's hand.

Student answer: Greta could have had a bigger hand.

Student answer: They both have different hand length.

Student answer: It was not a standard unit of measurement.

Student answer: Greta and Andre got different measurements because Andre's hand was much smaller than Greta's hand.

Student answer: Greta had a smaller hand than him.

Student answer: Maybe because one of their hands are bigger one of their hands are smaller.

Student answer: Maybe she had bigger hands.

Student answer: Because their hands were different sizes.

Student answer: Because the hands are not the same size.

Student answer: Greta used his hands. Andre used the white board. They should use the same thing.

Student answer: Their hands could be different length.

Student answer: Their hands are different sizes.

Student answer: Because the white boards were different sizes.

Student answer: Maybe their hands were too big and too little.

Student answer: They have bigger or smaller sized hands.

Student answer: It was because they have different hand sizes.

Student answer: Because one of their hands are different sizes.

Student answer: Because their hands were not the same size.

Student answer: Because they have different hands and not the same.

Student answer: Because one of their arms is bigger.

Student answer: Because she might open her hands why does not she use a ruler.

Student answer: Because they used their hands and if they use their hands they can have use the hand then your hands can get tired.

Student answer: Andre's hand were smaller.

Student answer: Their hand are bigger than each others.

Student answer: They got different measurements because Andre has bigger hands than Greta.

Student answer: Maybe Greta has a bigger hand and Andre smaller hand.

Student answer: Because maybe the hand of Greta is too small. And Andre's hand is bigger.

Student answer: Greta is taller and Andre is shorter.

Student answer: Their hand are not the same. Maybe Greta hands are big than Andre's.

Student answer: It is because Greta has bigger hands and Andre has little hands.

Student answer: Greta might have bigger hands.

Student answer: Hands are not standard units.
Question: 2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?
Reference answer: The marbles used by the 2 groups were probably different masses.

Student answer: They use different sizes of marbles.

Student answer: Some marbles are different sizes.

Student answer: I think the marbles had a different weight.

Student answer: The marbles might be different sizes.

Student answer: Bee's groups maybe had bigger marbles then the other group.

Student answer: I think the marbles were different sizes.

Student answer: The first group had smaller marbles.

Student answer: I think Bee's group had more mass in their marbles than Jin's group.

Student answer: Maybe they had different size of marble.

Student answer: I think that the marbles weighed different because they might of had one marble that was a different weight than and there.

Student answer: They maybe used paperclips and paperclips are not the same size.

Student answer: The marbles are different sizes.

Student answer: One use small and big and marbles one use 60 and the other 60.

Student answer: Maybe they had bigger marbles than the other team.

Student answer: Because they use marbles and apple.

Student answer: I think they have to put more marbles.

Student answer: Maybe the balance was a little off.

Student answer: One group did not zero out the balance one did.

Student answer: Because there all sort of apples and they do all weigh different.

Student answer: Bigger grams.

Student answer: I think they did not zero it out on the balance beam.

Student answer: I think they do not balance the beam.

Student answer: Jin's group had big marbles and Bee's group had small marbles.

Student answer: Maybe Jin's group did it by doing it up to down and Bee's group did it by going around.

Student answer: Because they are both different.

Student answer: Maybe because the marbles are different sizes.

Student answer: The marbles are different.

Student answer: They weighed it wrong.

Student answer: The marbles are not same weight.

Student answer: Different sized marbles.

Student answer: Different sizes of marbles.

Student answer: Marbles can weigh different. Different mass.

Student answer: The marbles have different mass.

Student answer: Marbles in Bee's group is bigger.

Student answer: The apples are different sizes.

Student answer: They do not have the same number.
Question: 2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?
Reference answer: Use a standard unit of mass like grams.

Student answer: They could use grams to weigh them.

Student answer: Use mass pieces.

Student answer: They could both use the metric unit grams.

Student answer: They should use the same marbles.

Student answer: They should use the same marbles.

Student answer: Use little marbles.

Student answer: 35 grams to a glass case, 60 grams to a big book.

Student answer: They could redo it to see if they weighed the right mass.

Student answer: Use gram or standard unit of measurement.

Student answer: They should use grams instead.

Student answer: They should use a standard unit.

Student answer: Use a standard unit like grams.

Student answer: Because they weighed different but the same answer.

Student answer: If Jin's and Bee's groups can use a balance beam.

Student answer: Always use grams to know who much it weighs.

Student answer: They should use a standard measurement to weigh the apple.

Student answer: They can use grams.

Student answer: Use the same stuff.

Student answer: Weighed the apple again.

Student answer: Zero out the balance.

Student answer: Use a standard like a gram.

Student answer: Get the same size apples.

Student answer: To use a ruler to see if the 2 apples are different.

Student answer: Use same sized marbles.

Student answer: I think they both did it wrong because we measured it and it was 150.

Student answer: They could weigh it.

Student answer: They should be with a balance.

Student answer: Maybe because the marbles are different sizes.

Student answer: Use grams, use standard.

Student answer: Use a standard, grams.

Student answer: They should use grams to weigh the apple.

Student answer: Use same size marbles.

Student answer: Use the same marbles.

Student answer: Use mass pieces.

Student answer: Get the same size.

Student answer: One group could use an apple then when they are done the other group could use it.
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. What unit is Uncle Bill using to report the temperature?
Reference answer: Bill must have been using degrees Celsius if 28 is a warm temperature.

Student answer: The temperature.

Student answer: Celsius.

Student answer: A thermometer.

Student answer: Celsius.

Student answer: Celsius.

Student answer: He used Celsius.

Student answer: He was using degrees Celsius.

Student answer: Celsius and the metric system.

Student answer: 28 F.

Student answer: Thermometer.

Student answer: The degrees.

Student answer: Celsius.

Student answer: 28 Celsius.

Student answer: Thermometer.

Student answer: A metric system.

Student answer: He is using degrees Celsius.

Student answer: A thermometer.

Student answer: He is using Celsius.

Student answer: Celsius.

Student answer: Celsius.

Student answer: Degree Celsius.

Student answer: Nice and warm, about 28 degrees.

Student answer: He is using is feeling.

Student answer: He was using going outside estimating.

Student answer: Uncle Jen is using Celsius.

Student answer: Is was 60 milliliters.

Student answer: Thermometer.

Student answer: Celsius.

Student answer: Degree Celsius.

Student answer: Celsius.

Student answer: A thermometer.

Student answer: Celsius.

Student answer: Thermometer.

Student answer: Celsius.

Student answer: Thermometer.

Student answer: Thermometer.
Question: Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?
Reference answer: Use a standard unit of measurement such as centimeters or meters.

Student answer: The rug was 12.

Student answer: They can measure the rug with a meter tape.

Student answer: Use a meter tape.

Student answer: Use a meter tape.

Student answer: They could use a measuring tape and that is how they will get the same answer.

Student answer: Next time they can use a measuring tape to be more accurate.

Student answer: They could use a meter tape.

Student answer: They should use a standard measurement.

Student answer: The size of the rug was 18 grams.

Student answer: They could use a meter tape.

Student answer: Have Mary come over and measure her room too.

Student answer: They could use a meter tape, a centimeter ruler, or a inch ruler.

Student answer: They should use a standard metric unit to measure the rug like a meter tape.

Student answer: Use a ruler.

Student answer: She can measure with a centimeters.

Student answer: They could use a standard unit to measure the rug.

Student answer: They could use a standard measurement.

Student answer: They should return it and get another rug and measure with a meter tape.

Student answer: Use a standard measurement like a meter.

Student answer: They can use a metric tape.

Student answer: They have to get a measure tape.

Student answer: They could use a meter stick.

Student answer: They could have used a meter tape.

Student answer: They could buy a new rug and see if it fits.

Student answer: They could get a meter tape and see how long it is.

Student answer: By using a measuring tape.

Student answer: She could use measuring tape and see how much is it.

Student answer: Sharice could have the rug and her wall before buying the rug.

Student answer: Use a meter.

Student answer: Take the rug and if it fits buy it.

Student answer: With a centimeters tape.

Student answer: To use a centimeters tape.

Student answer: Cut it.

Student answer: They should use a standard unit of measure like a meter stick.

Student answer: They could use a ruler to measure the rug better then they got the right answer.

Student answer: They can use meters or a tape measure.
Question: How do you know when a solid and a liquid form a solution?
Reference answer: The solid dissolves (seems to disappear) and the liquid remains clear.

Student answer: Because it turns clear. It bubbles.

Student answer: When you can see through the solution. When the solid gets dissolved into the liquid.

Student answer: When you mix a solid and a liquid it is clear.

Student answer: Because the mixture is clear.

Student answer: It is clear and can be separated with evaporation.

Student answer: You can see through the mixture, and one material has dissolved.

Student answer: When one seems to disappear because it has dissolved, and you can see through it.

Student answer: When it creates one type of something. Like chocolate milk.

Student answer: It is when you cannot see the solid from the liquid.

Student answer: When you cannot separate them with filters or screens.

Student answer: The solid seems to disappear, or dissolve.

Student answer: Well I will see the solid at the bottom and the liquid on top of it.

Student answer: You know because the solid matrix I will dissolve overnight.

Student answer: Then material will probably split up into smaller parts.

Student answer: Because the solid is kind of hard and liquid is more smoother.

Student answer: When you cannot see the solid.

Student answer: The solid dissolves. The solid breaks into tiny pieces so tiny no one can see it.

Student answer: If you experiment you might find a way to separate.

Student answer: Of the materials dissolve.

Student answer: You know when the solid is dissolved.

Student answer: When water and salt mix the salt disappears or seems to and when you cannot see the salt that means you have made a solution.

Student answer: The solid disappears into air pockets.

Student answer: When something is mixing so you get a solution.

Student answer: You see how it mixes together and sometimes there are bubbles or wet.

Student answer: It is clear.

Student answer: I know that because it is mixed up because it is not clear anymore.

Student answer: When the water turns gray or a different color.

Student answer: Powder and water when they mix together. The water turn white, that how you tell or you look to the bottom.

Student answer: When they are in the container the water brushes off some dirt from the solid.

Student answer: When the solid dissolves.

Student answer: Because one of the chemicals dissolves.
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: Jorge knew a chemical reaction was occurred because it started bubble.

Student answer: Because the mixture bubbled.

Student answer: Because gas being formed can be a sign of a chemical reaction.

Student answer: Because he knew the bubbles meant carbon dioxide was being formed.

Student answer: Because the balloon expanded and filled with gas and it bubbled up.

Student answer: Because it started to bubble or to fizz and it is the proof of gas.

Student answer: Because when it bubbles that means a reaction is taking place.

Student answer: Because bubbling is a sign of a chemical reaction.

Student answer: Because it bubbled.

Student answer: Because the solution began to bubble.

Student answer: Because whenever it fizzes or bubbles that means it is a reaction.

Student answer: Because the bubbles appear it makes a gas.

Student answer: He knew because there are bubbles in the container.

Student answer: Bubble.

Student answer: Because gas bubbles appeared.

Student answer: He knew because first he put a material in the water and started to bubble and that made gas so that is a clue of a chemical reaction.

Student answer: Because there were gas bubbles.

Student answer: Because he saw it bubble up that is why he knew it was a chemical reaction.

Student answer: When he put the solid in the liquid it start to bubbles.

Student answer: Because it bubbled and fizz.

Student answer: Because it bubbled and when something bubbled it means a reaction occurred.

Student answer: Because the solution bubbled.

Student answer: I think it is because it started to bubble and because it would not do that if it was not a reaction.

Student answer: He knew because it bubbled.

Student answer: Jorge knew a chemical reaction occurred, because the mixture began to bubble.

Student answer: He knew because a change occurred and it made a gas.

Student answer: He knew because when bubbles pop a gas is released into the air.

Student answer: Because it was making gas, it was fizzing, it made some precipitant.

Student answer: Because the solution started to bubble.

Student answer: Because the container started to bubble up.

Student answer: Because he saw it fizz and bubble up.

Student answer: Because bubble appeared when he add the solid material.

Student answer: Because it bubbled and if it bubbles then it is a reaction.

Student answer: A chemical reaction is when something happens if you add a material and a liquid together and something happens it is a chemical reaction.

Student answer: Because it started to bubble and have a gas.

Student answer: Because his experiment took action right away with no waiting.
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: It dissolved in the water.

Student answer: The chemical that stayed down there.

Student answer: The chemical that saturated down there.

Student answer: That is not a solution it is a mixture.

Student answer: It creates a precipitate a new chemical who you mix 2 different chemicals and that creates a precipitate.

Student answer: The white solid indicates by being a mixture.

Student answer: The white solid indicates that the white solid went to the bottom.

Student answer: A solution.

Student answer: To evaporate.

Student answer: The material that you put in the water did not dissolve because it is too heavy.

Student answer: The white solid had settles and so the 2 solutions would be a mixture.

Student answer: All of the thing that you put in will go to the bottom leaving a clear liquid.

Student answer: There is a precipitate on the bottom.

Student answer: It is a product on the bottom of the cap.

Student answer: Well when you mix the 2 solutions it became a different mixture.

Student answer: That it is a new solid material.

Student answer: Chemical reaction.

Student answer: A chemical reaction.

Student answer: It indicates a precipitate.

Student answer: That white solid indicates a precipitate.

Student answer: It saturated in the cup.

Student answer: That it is a precipitate because if they mixed materials, together and there was a cherry and there is a new material then that is a precipitate.

Student answer: Because that one that you are say that you are so to 46 that or no.

Student answer: That the water cannot hold any more solute. It is saturated.

Student answer: That the white solid is C.

Student answer: A new product that is called a precipitate.

Student answer: That you have made a saturated solution.

Student answer: The white solid indicates that a precipitate has occurred.

Student answer: A precipitant.

Student answer: Salt.

Student answer: It was solution and a mixture. It promptly got cold or hot at the bottom.

Student answer: Saturation.

Student answer: The white solid indicates the crystals.

Student answer: It indicates that it turned into a solution and mixture that got mixed then produced chemical also.

Student answer: We kept on glassing because it become clear.