APURVAASINHAAAA/SciEntsBank huggingface dataset:
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: One has it one way and the other one the different way.

Student answer: One facing the other way.

Student answer: They are different thumbs of people.

Student answer: Is not the same.

Student answer: The 2 loops is pointing in different directions.

Student answer: They are facing different ways.

Student answer: Some are loop, arch, whorled.

Student answer: One is going left the other is going right.

Student answer: One loop is on the left, the other loop is on the right.

Student answer: The loops go in different directions.

Student answer: One loop is coming from the left and the other one the right.

Student answer: They have different shapes.

Student answer: One is left the other is right.

Student answer: They are facing different directions.

Student answer: The loops are going different ways.

Student answer: They are both facing a different direction.

Student answer: They are going different directions.

Student answer: One loop goes left and the other goes right.

Student answer: One is going left and the same.

Student answer: Because they are the same and they are loop.

Student answer: The first finger look thinner than the 2 one.

Student answer: They are not in the same place.

Student answer: A has its loop on the left and right.

Student answer: Answer and questions.

Student answer: Loop are facing different direction.

Student answer: They go different direction.

Student answer: They one are in different directions.

Student answer: The loops are coming from different sides.

Student answer: They are facing different ways.

Student answer: One of them is darker than the other.

Student answer: One has more ridges.

Student answer: They are facing different ways.

Student answer: They are flipped around.

Student answer: On the first one the middle is light and the second one is dark in the middle.

Student answer: The first one a man print and the second kid.
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: I will use carbon printing to know.

Student answer: I will know when the dogs are asleep.

Student answer: They will look exactly the same, same size same pattern.

Student answer: So you can see if the bags have the same paw.

Student answer: Some dogs more cracks on their paws.

Student answer: I will by looking if the dogs have paw prints.

Student answer: Look at microscope.

Student answer: Study them both.

Student answer: If they look the same.

Student answer: By looking at the patterns.

Student answer: I tell what is he mean.

Student answer: The carbon printings will look the same.

Student answer: It is the different dog and is not the same.

Student answer: Their paw prints will be the same.

Student answer: They will both have either arches, loops, or whorls. That is how they will be the same.

Student answer: By comparing the 2 prints.

Student answer: You look real hard to see that either their toes are separated or they have print on them.

Student answer: Identify them with a magnifying glass and see if they are the same.

Student answer: If you discover if the dogs have the something is a loop arch or a whorl for the dog.

Student answer: The finger texture, shape.

Student answer: Maybe they both have arches but not in the same way.

Student answer: By telling if it is a whorl a loop or an arch.

Student answer: They came from the same kind of dogs.

Student answer: If they are the same dog.

Student answer: You can see the designs.

Student answer: You can tell if the 2 dogs' paw prints are the same if it is the same as exactly the same dog.

Student answer: No 2 prints are the same.

Student answer: The dog's name will be on the paper so you know which dog it came from.

Student answer: You will compare the paw prints.

Student answer: They have the same curves and shapes.

Student answer: If they have the same kind of arch, loop, or whorl.

Student answer: You would be able to try the print.

Student answer: We cannot tell if they have the same fingerprint we cannot tell if 2 have the same fingerprint.

Student answer: You could scan both pieces of paper and look at the ridges and grooves in the prints.

Student answer: I would look at them to tell.

Student answer: To put the tape on it and look to see if it is the same type.
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 doing the steps that I told her.

Student answer: By the color when is changing color.

Student answer: The pigment will separate.

Student answer: By looking at the vinegar.

Student answer: By looking at the paper and see if it ovals.

Student answer: She will see the different pigments.

Student answer: She will know the vinegar separates the permanent ink.

Student answer: It is not the same.

Student answer: It will have different colors on it.

Student answer: By looking at it when Sarah tries it.

Student answer: Because it is liquid.

Student answer: She will have to try it out.

Student answer: Just wait for 3 minutes.

Student answer: If she sees different colored pigments.

Student answer: She would see if there is different pigment in the color.

Student answer: She will put vinegar on the permanent ink to see if it will spread.

Student answer: She will not because the ink will not separate.

Student answer: It be better than water.

Student answer: You will see the ink spread on the paper.

Student answer: If Sarah can see what of different colors that means it worked.

Student answer: She will either see pigments or it will rise.

Student answer: To do chromatography test.

Student answer: Because the washbowl ink will start to disappear and the permanent ink will not disappear.

Student answer: It will get blue and it will get dark or light.

Student answer: Because it will not do nothing and it will not wick.

Student answer: Because it will start to do like a mountain.

Student answer: To do chromatography tests.

Student answer: She just look and see if it changes.

Student answer: The ink would separate from the paper.

Student answer: She will know by looking at the color and she can tell because after a while the color will start to spread.

Student answer: She will know because the ink will be going up and down.

Student answer: If she tries it.

Student answer: Sarah will know if she watches it wick.

Student answer: Because when you put it in it wicks.

Student answer: Sarah will know if there is different colors and if the moves up.

Student answer: If you see like colors that make the color, and even if it starts to wick.
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: You see people upside down and kite, cart, cow, buoyant.

Student answer: A heart.

Student answer: I see a lot of things that might look like paper it hit the mirror and it soon on the mirror.

Student answer: You will see the line of symmetry.

Student answer: You would see the same part of it.

Student answer: You would see the object.

Student answer: You would see the other side but it would be in the mirror.

Student answer: I would see the figure then I would see the line of symmetry.

Student answer: You would see the whole shape.

Student answer: If you looked in a mirror you would see your image.

Student answer: I will see a bunch of lines.

Student answer: Something on the flat object.

Student answer: The complete object.

Student answer: You would see a flat object.

Student answer: It could be up and side.

Student answer: It make the object seem whole.

Student answer: You could see the roof and on top of you.

Student answer: You have to put mirrors around it.

Student answer: It will see like a pattern or you can see more and more.

Student answer: The other and the same side of the object.

Student answer: I would it going further and further.

Student answer: You would see another object in that object or other shapes.

Student answer: The other part of that shape of the flat figure.

Student answer: The other half of the object, because the mirror would see that object and make another one.

Student answer: The opposite of the side you are looking at.

Student answer: You would see what it is reflecting.

Student answer: The reflection of the object.

Student answer: You would see the opposite face of the shape.

Student answer: You will see light or another one of it or reflex.

Student answer: You would see the same object.

Student answer: The opposite thing that was on the paper.

Student answer: The same object.

Student answer: By looking with a mirror or something else.

Student answer: I would show the same thing so it would look like one whole piece.

Student answer: You would see the ceiling when it is on a table.

Student answer: You would see the object. But the object looks like it was flipped.
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: The minutes and seconds of when the events happened.

Student answer: What time everything happened.

Student answer: Whether it is slope or not.

Student answer: That how much is the land that moved.

Student answer: The information I got from the stream table but not from the stream tables are when earth materials slump and hole under the water source.

Student answer: What the who form.

Student answer: More info of the experiment.

Student answer: When the event happens and time between them.

Student answer: On the stream table logs show when each event happened on the map show where each events looks like.

Student answer: You can get information and time of how fast where and how.

Student answer: Clay sand pebbles.

Student answer: What time something happened.

Student answer: In a log it tells how is the canyons, deltas, erosions are happening at times. And it shows what the important times are there.

Student answer: On the stream table log I got the times of everything.

Student answer: When important events happened.

Student answer: You get from a stream table log is a log that tells main events in a certain time and not from a stream table map.

Student answer: You get the time in which things happened.

Student answer: You get what time an important event happened.

Student answer: You can see when all the important happened.

Student answer: You get a chart telling you what happened during the time periods.

Student answer: You get to see how long it took.

Student answer: They explain it in words instead of using pictures.

Student answer: The time the erosion and deposition happens.

Student answer: You can see what time the events occurred.

Student answer: The information I get from the stream table logs that I do not get from the maps is how long it took for it to form.

Student answer: Elapsed time.

Student answer: The information that you get from stream table logs rather from stream table maps is a log showing you the events of how the slope started from beginning to end.

Student answer: What you get from the logs are the times.

Student answer: Stream table logs show time while maps do not.

Student answer: The information you get is that you do not see the hole in the materials sand.

Student answer: You cannot see in the maps, the time where the things happen.

Student answer: The time it happens.

Student answer: The information that you do get is what happens and what form.

Student answer: The information I did not get from the stream table logs that I did not get from the stream table maps was the events in order of time.

Student answer: The information you get from a stream table log that you do not get on a stream table map are the keys that tells you what is what.

Student answer: Is that the stream table log is much straight and more details.
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: As the contour lines get closer the mountain side gets steeper.

Student answer: The lines are close together.

Student answer: You can tell because it is at the top and it is 5000.

Student answer: Because the contour lines are closer than the others.

Student answer: I can tell because the contour lines closer.

Student answer: S because it is closer together.

Student answer: It is steeper because it is below sea level.

Student answer: Because it looks like it is going further down than the others.

Student answer: How do I know it is the steepest because the lines are closer.

Student answer: I know because Q is at the bottom of the map.

Student answer: Because the line is closer.

Student answer: Because it has a line in it and probably it is a valley or something.

Student answer: Because the contour lines are close to each other.

Student answer: Because you can see that her lines has the top and it is steeper.

Student answer: Because it is in the middle and it is steeper.

Student answer: Q is the steepest part of the map the line is close together.

Student answer: Because Q is moving like a snake and it is hard to go swirl like this.

Student answer: Q. Because the contour lines are closer together to make it steeper.

Student answer: Because it curves going up the mountain.

Student answer: Because the contour lines are closer together than the other R and S.

Student answer: Because the elevation increases and does not decrease.

Student answer: I know because the contour lines are closer together.

Student answer: Because the lines are closer together.

Student answer: The land lines are close.

Student answer: The lines are closer together.

Student answer: Because it is the straightest part.

Student answer: The contour lines are closer together.

Student answer: I know because the contour lines are closer together.

Student answer: I know it is the steepest part because the contour lines are closer together.

Student answer: The contour lines are close together.

Student answer: I know it is the steepest part of the trail because the lines are the closest together.

Student answer: Because the contour lines are closer.

Student answer: Q because the place it is located.

Student answer: Q is on the steepest part of the trail. I know this because the lines are closer together.

Student answer: The contour lines are close together.

Student answer: I know it is the steepest trail because the lines are close together.
Question: What happens to earth materials during deposition?
Reference answer: Earth materials settle out during deposition.

Student answer: Earth material get deposited and forms a delta.

Student answer: It goes to a different place.

Student answer: Earth material gets deposited to another place.

Student answer: They go to a different place.

Student answer: The materials like burst away.

Student answer: The earth materials that were weathered away by the erosion flow farther in water or just move away from where they were.

Student answer: During deposition earth materials are moved to different places.

Student answer: The eroded earth materials during deposition get deposited to a different area.

Student answer: The earth material gets worn away.

Student answer: The earth explains the and it will but it will explode.

Student answer: What happens to it is that the deposition goes more far away from the stream table.

Student answer: The earth material will break into little pieces.

Student answer: First, erosion wears all the materials away. Then, deposition makes a v shaped valley.

Student answer: They go to the mouth of river and deposits there.

Student answer: The socks, sand, and clay start to make a bigger canyon.

Student answer: The earth materials are carried away and dropped off at the end.

Student answer: The earth materials get carried away during deposition.

Student answer: Earth materials get carried away.

Student answer: During deposition earth materials would get carried away to a new location.

Student answer: Earth materials are washed away and settled to the bottom.

Student answer: Earth materials are washed downstream and then start to build up land.

Student answer: Deposition is when earth materials move from one.

Student answer: They are dark in new places.

Student answer: The earth materials that have been eroded is deposited at the mouth of a river or stream forming a delta.

Student answer: It is placed and left in deltas and riverbanks.

Student answer: After deposition earth material is carried out to river banks. Deltas form and into the ocean.

Student answer: The earth materials were broken down and separated.

Student answer: During deposition the materials are getting washed downstream and when the river comes to an opening they get deposited.

Student answer: During deposition earth materials get deposited into other places.

Student answer: The wearing down of earth material which will deposited.

Student answer: During deposition earth material settles to the bottom of a river.

Student answer: They are carried and stack upon each other and settle to the bottom.

Student answer: The earth materials is get carried off to the mouth of a river.

Student answer: During deposition earth materials are moved to a different place.

Student answer: What happens to earth material during deposition is that the materials are worn away from the earth.

Student answer: During deposition earth material is deposited it formed deltas, a canyon, and a channel.
Question: How can you use a magnet to find out if the key is iron or aluminum?
Reference answer: If the key sticks, the key is iron; if the key does not stick the key is aluminum.

Student answer: If it is iron it will stick if it is aluminum it will not stick.

Student answer: It will be made of iron if it sticks to a magnet.

Student answer: The magnet will stick to iron not to aluminum.

Student answer: If it is iron it will stick.

Student answer: I will stick or not stick.

Student answer: It will stick to iron.

Student answer: By testing it with a magnet and it will stick if it is iron.

Student answer: If the key sticks it is made of iron if it does not it is made of aluminum.

Student answer: If it is iron the key will stick if it is aluminum it would not stick.

Student answer: Aluminum will stick to a magnet.

Student answer: If it were iron it would stick.

Student answer: You could get something with magnitite in it and see if it sticks if it sticks you know it is iron if it does not stick it is aluminum.

Student answer: Test it on a magnet.

Student answer: The magnet will stick.

Student answer: The key will stick if it is iron but if it is aluminum it will not.

Student answer: You will put a magnet on it and see if it sticks.

Student answer: If it is iron it will stick if it is aluminum it will not stick.

Student answer: If the key sticks.

Student answer: The magnet will stick.

Student answer: If the magnet attracts or not.

Student answer: You will know because the magnet will stick or not.

Student answer: If the key is iron it will attract if it is not it will repel.

Student answer: By sticking the key to a magnet and try it out.

Student answer: If it attracts or drops when you let it go.

Student answer: If the key attracts is iron. If it repels is aluminum.

Student answer: You would find the answer.

Student answer: It will stick to iron and not aluminum.

Student answer: You can try it out altogether.

Student answer: I will put it on a nail.

Student answer: You will know because it will stick to a magnet.

Student answer: Because if it sticked it was iron if it did not it is aluminum.

Student answer: If it sticks then it is a magnet if it does not then it is not.

Student answer: You can get a key and a iron nail and aluminum foil and see if it sticks.

Student answer: If it repels aluminum if it sticks iron, attract.

Student answer: I will know when it sticks or it repels.

Student answer: It will fall off the magnet.
Question: Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?
Reference answer: A car is made of a lot of iron or steel.

Student answer: The car is made of iron or steel.

Student answer: Cars have iron or steel in them so they might attract to the magnets.

Student answer: If the car stops and waits a little while then the stoplight changes on the other side so the car can go.

Student answer: It is iron or steel.

Student answer: It stop the magnet.

Student answer: It might hit the electricity to make it work.

Student answer: The car is made of iron and steel and magnets only stick to iron or steel. So when the car stops it triggers the stoplight.

Student answer: Cars are made of steel and steel is attracted to magnetism.

Student answer: The car has iron or steel on it so the magnet sends a signal.

Student answer: It triggers because the car is made of steel.

Student answer: If the car goes over the magnet faster than 5 miles per hour it should turn green.

Student answer: The car could be made of iron.

Student answer: The metal of the tire rim or under the car or the outside of the car except the windows. Only if the metal has iron.

Student answer: A car can signal the magnet to a light by a car stopping and the other moving.

Student answer: So the cars can go.

Student answer: It does that because the magnet in the light attracts to the iron on the car.

Student answer: The car is made out of iron so they can attract.

Student answer: It might be going too fast.

Student answer: The pipes and poles under the car iron.

Student answer: There could be a magnet under the ground maybe.

Student answer: It does that because the magnet in the light attracts to the iron on the car.

Student answer: What triggers it could be when something that is not magnetic like the North and South thing it does not attract!

Student answer: Like a switch.

Student answer: It is filled with magnet and iron and steel.

Student answer: A box is on the side of the road and it sends a signal to the light.

Student answer: It could send a trigger because the car is made of a type of metal and the magnet would attract.

Student answer: The metal around a car.

Student answer: The car hood can trigger the light to change.

Student answer: When a car stops it will go to the next light.

Student answer: It could attract both metal and then it could change the light.

Student answer: The cars metal parts can attract the magnet which can trigger the light.

Student answer: The metal on the car will try to touch together.

Student answer: The light can stick to the magnet because it is a magnet.

Student answer: By hitting the magnet and sending the force to the light.

Student answer: The magnet can send a signal to the light because the magnet is controlling the light.

Student answer: It could trigger them by if everyone is gone.