APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.
Reference answer: The cotyledon provides food for the plant to begin growing.

Student answer: Feeds baby plant, embryo.

Student answer: The cotyledon stores the food.

Student answer: Feeds the embryo.

Student answer: The cotyledon is the baby seed.

Student answer: It feeds the baby plant.

Student answer: The cotyledon is the inside of the seed.

Student answer: Out of it.

Student answer: To store all the food.

Student answer: Then is the cannot of the seed.

Student answer: Place that stores food for it.

Student answer: It stores the food.

Student answer: Part that stores food.

Student answer: It is the leaf, stem, and roots.

Student answer: A storage.

Student answer: Where seeds are.

Student answer: The cotyledon is where seeds are store.

Student answer: Grow.

Student answer: Food storage.

Student answer: Cotyledon seed coat, embryo.

Student answer: Feed it.

Student answer: Gives you the fiber you need.

Student answer: Food storage.

Student answer: A cotyledon is the part over the water.

Student answer: It stores the food.

Student answer: Stores supply.

Student answer: The inner layer of the seed.

Student answer: The cotyledon is its food holder.

Student answer: The food supply.

Student answer: Store food.

Student answer: Food supply.

Student answer: It stores food.

Student answer: The cotyledon is the food for the baby plant.

Student answer: The baby inside the seed.

Student answer: Stem.
Question: The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.
Reference answer: The embryo contains the tiny leaves and root of the plant.

Student answer: The baby plant.

Student answer: Grows into plant.

Student answer: Germinates.

Student answer: The embryo is the root or stem.

Student answer: Baby plant.

Student answer: Baby plant.

Student answer: It is the baby plant.

Student answer: Baby plant.

Student answer: The seed.

Student answer: The roots are.

Student answer: Leaves and roots.

Student answer: A plant.

Student answer: The small leaves and roots.

Student answer: It betakes the pea.

Student answer: The embryo is the part of the plant that grows.

Student answer: It helps the baby to eat food.

Student answer: The part that grows into a plant.

Student answer: The part that grows a leaf, stem.

Student answer: Grows into a plant.

Student answer: Embryo grows the leaves.

Student answer: Stem and leaf and baby.

Student answer: The leave, stem, and spout.

Student answer: Stem.

Student answer: Helps root, leaves, and stem.

Student answer: Leaves, stem.

Student answer: It is the baby seed.

Student answer: Baby plant.

Student answer: The whale structure includes the root, stem, and leaves.

Student answer: The sack of food for the seed.

Student answer: The root and stem of a plant.

Student answer: Part of a seed that grows into a plant.

Student answer: Where leaves, roots or a stem grows.

Student answer: The embryo is the part that grows into the roots, stems, and leaves.

Student answer: The embryo is the whole structure.

Student answer: The young plant.
Question: What is your "rule" for deciding if the part of a plant you are observing is a fruit?
Reference answer: If a part of the plant contains seeds, that part is the fruit.

Student answer: It has to have at least one seed.

Student answer: I know if it is a fruit because it would have seeds in it.

Student answer: To be a fruit it must have at least one seed in it.

Student answer: It has seeds.

Student answer: In java are seed.

Student answer: If has seed, in it the do have seeds, in it.

Student answer: If it has seeds it is a plant.

Student answer: I will look at the seed.

Student answer: It has a seed.

Student answer: It has to have an embryo, seed count, and cotyledon.

Student answer: You have to make sure it has seeds.

Student answer: If it has seeds.

Student answer: The rule for deciding if the part of a plant you are observing is a fruit is a fruit is not a fruit unless it has seeds.

Student answer: It case a stem I do not know.

Student answer: My rule is has to be sweet.

Student answer: If it has seeds that is the answer to the question I think.

Student answer: I decide by looking in it and seeing a seed.

Student answer: By the texture the smell of the fruit and the weight.

Student answer: Does it have juice.

Student answer: Because it has seeds and if it has seeds in it is a fruit.

Student answer: My rule is to make sure it has seeds.

Student answer: My rule is that the fruit has to have a seed or seeds.

Student answer: The part of a plant you are observing is a fruit if it has seeds.

Student answer: If it has sees it is a fruit.

Student answer: If it has a seed or not.

Student answer: Does it have seeds is it covering seeds.

Student answer: The flowers.

Student answer: I know the part of the plant I am observing is a fruit because it has one or more seeds.

Student answer: If I look in it and it has seeds in it it is a fruit then if it do not have seeds then it is no a fruit.

Student answer: It nest to have a seed.

Student answer: Because inside the plant is a seed.

Student answer: It has to have a seed of it does not have no seed, it will not be a fruit.

Student answer: It is going to tell you if you have a baby plant first.

Student answer: That it has seeds or not.
Question: Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.
Reference answer: The seed coat protects the seed until the plant begins to grow.

Student answer: To protect the baby seed.

Student answer: To protect the seed.

Student answer: Protect the plant.

Student answer: Protect skin.

Student answer: To protect the seed.

Student answer: To protect the cotyledon.

Student answer: To protect.

Student answer: The seed coat hold the seed.

Student answer: The seed coat is for protection.

Student answer: Protects the seedlings.

Student answer: It is what covers the seed.

Student answer: To protect it.

Student answer: The seed coat helps keep the seed safe like our skin.

Student answer: Outer layer protecting the seed.

Student answer: To protect the seed when it is growing.

Student answer: Cover.

Student answer: To protect the seed.

Student answer: It protects cotyledon and embryo.

Student answer: Protects the cotyledon and embryo.

Student answer: Protect the baby plant.

Student answer: Protects the embryo.

Student answer: Protects the seed.

Student answer: Protect the seed.

Student answer: It protects the seed from harm.

Student answer: Shell.

Student answer: The protection of the seed.

Student answer: Protects the seed.

Student answer: Protects the seed.

Student answer: Protects the seed.

Student answer: A hard outer covering to act protects the cotyledon.

Student answer: Protects the seed.

Student answer: Seed coat cracks.

Student answer: The seed coat protects the seed web germinating.

Student answer: This is the outer layer that covers the seed.

Student answer: Protects the seed so it can grow.

Student answer: Protect the cotyledon.
Question: Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.
Reference answer: The cotyledon provides food for the plant until the plant can make food for itself.

Student answer: Helps give the plant food.

Student answer: Store food.

Student answer: Saves food.

Student answer: Stores food for the seedling until it grows leaves.

Student answer: Gives the seed food.

Student answer: To store the food, nutrients.

Student answer: The cotyledon or the seed is the seed coat came off.

Student answer: The cotyledon is the food storage.

Student answer: Is the seed.

Student answer: Feeds the seed.

Student answer: Stores food for it until it grows into a plant.

Student answer: Provide food.

Student answer: Stores food.

Student answer: To provide food when germination.

Student answer: It gather up food for the seed.

Student answer: The cotyledon stores the food.

Student answer: The cotyledon is a little plant in the bean that store food.

Student answer: Help it grow.

Student answer: Something that feeds the seed.

Student answer: The cotyledon is the inside.

Student answer: The cotyledon splits opened.

Student answer: Stores food.

Student answer: The cotyledon gives food to the plant until it grows roots.

Student answer: It folds of when it is done.

Student answer: Food supply.

Student answer: A cotyledon in the food supply.

Student answer: It is the food supply until the plant grows leaves.

Student answer: Food supply for the plant.

Student answer: It stows the food for the young plant.

Student answer: The cotyledon supplies food for the seed until it can supply its own food.

Student answer: Holds seed coat.

Student answer: Food supply.

Student answer: Give it nutrients.

Student answer: Stores food for the plant in until it can make on its own.

Student answer: The outside of the seeds.

Student answer: Holds the food.
Question: When a seed germinates, why does the root grow first?
Reference answer: The root grows first so the root can take up water for the plant.

Student answer: Because it sucks up the water as food for the plant and stem.

Student answer: Because they need roots to produce the leaves.

Student answer: It grows first to get food and nutrients.

Student answer: The root grows first because the seed needs water to grow.

Student answer: Because the root is the seed or the to be growing the hair.

Student answer: So the seed does not die.

Student answer: Because it need to stay it will not grow at all.

Student answer: So it can suck up water to grow.

Student answer: Because the roots go down to the water the leaves go towards the sun.

Student answer: To gather water for food.

Student answer: The root grows first because it needs to make food for the seed.

Student answer: When a seed germinates the root grows first to hold the plant up right.

Student answer: It comes out before the other.

Student answer: So it can gather water to grow.

Student answer: Because that is a part of the plant.

Student answer: The root grows fruit because root always grows first.

Student answer: Because the root searches for the nutrients so the embryo germinates into a stem and leaves.

Student answer: Root hair.

Student answer: To get water for the seed.

Student answer: Because it has to get the food and water.

Student answer: So it can search for food.

Student answer: So the root would search for water.

Student answer: The root grows first because the root suck up the water that the seed needs.

Student answer: So the plant can get water.

Student answer: So the seed can get out and grow.

Student answer: So the flower could grow on it.

Student answer: It is because a root produces the plant.

Student answer: The roots grow first to kind of support the plant and to soak up the water.

Student answer: The reason that the root grows first is because the root is the part underground and so that is why it grows first.

Student answer: When the seed germinates the roots grow first because it somewhat help hold the plant up because it holds on to the did sort of.

Student answer: Because that is what a plant need to grow. The roots are the part of the plant that sucks up the water.

Student answer: So the root can suck up the water.

Student answer: So it can soak up food.

Student answer: So it can keep growing so it will not.

Student answer: Because it grows as late.

Student answer: It has to suck up all the water so that it can grow.
Question: One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?
Reference answer: The elytra are used to make sounds.

Student answer: To make sound.

Student answer: To make noise.

Student answer: Another function is to protect.

Student answer: To make sounds.

Student answer: To protect.

Student answer: It is to work and the abdomen?

Student answer: Their soft body.

Student answer: The jaw.

Student answer: To fly.

Student answer: Horn.

Student answer: Protection.

Student answer: To help make the strangulating sound.

Student answer: Protecting the thorax.

Student answer: To help strangulate.

Student answer: Making a sound.

Student answer: Another function is to strangulate or make noises.

Student answer: Strangulating.

Student answer: The hard black wing set.

Student answer: Abdomen.

Student answer: Another function of the elytra is to fly.

Student answer: To make noise with wings.

Student answer: Another function for elytra is abdomen.

Student answer: Thorax abdomen.

Student answer: Their wings.

Student answer: Hard skin.

Student answer: The elytra flies. It makes a sound.

Student answer: When the Bess beetles are crawling in the wood they need something hard to protect itself.

Student answer: Another function is the horn.

Student answer: It scares other animals away.

Student answer: To fly.

Student answer: For protecting inner parts while going through small areas.

Student answer: To protect itself.

Student answer: Another function is to protect the abdomen.

Student answer: The elytra also protects the Bess beetle if it falls on its back.

Student answer: It covers the wings.

Student answer: The elytra makes sounds. Example danger, Example did you have a good day.
Question: Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?
Reference answer: Elena should include a separate shelter for each lizard.

Student answer: Elena should add shelter.

Student answer: She needs shelter.

Student answer: Elena has to put homes inside of the habitat.

Student answer: She needs to add another house or shelter and maybe a female.

Student answer: Elena should include another home.

Student answer: More shelter.

Student answer: Put a glass in the center of the tank.

Student answer: Get her own shelter for that lizard.

Student answer: A lizard needs food, home, space, air, water.

Student answer: A structure for the next lizard.

Student answer: Elena should make special places for both of them otherwise they will fight.

Student answer: Maybe she could put in 2 females also.

Student answer: A new bed.

Student answer: Some twigs, rocks and air.

Student answer: I think she would need to put some wood need some wood.

Student answer: Maybe some shelter or some grass.

Student answer: She would have to know the food the lizards want.

Student answer: She is going to need food for both of them, water, space and shelter.

Student answer: She needs to observe her lizard.

Student answer: Some leaves and some wood.

Student answer: Water and food.

Student answer: Another shelter.

Student answer: The shelter and other basic needs.

Student answer: She should add another shelter.

Student answer: Well, food, water, some leaves, some dirt, a stick or 2 and some rocks and grass.

Student answer: Elena should put leaves, logs, and tree branches in the habitat.

Student answer: She should get a bigger and food and water.

Student answer: Elena should put more food and water.

Student answer: She should add shelter and space.

Student answer: Elena should be sure to have either 2 habitats or a lot of space so each lizard does not have to fight over space.

Student answer: She should put a prop of a lizard to see if her lizard will let it be or fight it.

Student answer: Grass.

Student answer: She should make sure they are nice to each other.

Student answer: Shelter, space, and homes.

Student answer: Another house for the lizard.

Student answer: She or he should add more space and almost everything lizards need.
Question: How do you define a controlled experiment?
Reference answer: An experiment is controlled if only one variable is changed at a time.

Student answer: A controlled experiment is an experiment where you only change one variable.

Student answer: An experiment where you only change one variable.

Student answer: A controlled experiment is an experiment where only one variable is changed.

Student answer: The longer the string the shorter the swings.

Student answer: A experiment in which one variable is changed.

Student answer: An experiment that only changes one variable at a time.

Student answer: A controlled experiment is when you only change one variable at a time instead of 2 or more.

Student answer: That you only put one penny at a time.

Student answer: A controlled experiment is a experiment that you can control by weight and the length of string.

Student answer: A controlled experiment is when you change one variable at a time to affect the outcome.

Student answer: When you only change one variable at a time.

Student answer: A controlled experiment is when you only change one variable at a time.

Student answer: A controlled experiment is like a release position because a release position is a controlled experiment.

Student answer: If you do not change one variable at a time its not a controlled experiment.

Student answer: Changing one variable at a time.

Student answer: You define a controlled experiment when you only change one variable at a time.

Student answer: A controlled experiment is when you test the variables one at a time.

Student answer: Only one variable is changed at a time.

Student answer: You can control the experiment.

Student answer: To do one at a time.

Student answer: A controlled experiment is when you control it and it is an experiment of yours.

Student answer: Where you control the variables, length, mass, release position. But you cannot control the amount of time it swings.

Student answer: The variables can be changed one at a time.

Student answer: When you only change one thing and you know the thing is causing it to do something.

Student answer: By having everything controlled.

Student answer: By not being good.

Student answer: If it needs to be controlled to make a decision.

Student answer: A variable is a controlled experiment.

Student answer: Something that you do and you control.

Student answer: You control the mass of the tire swing.

Student answer: By controlling the swinger, and by changing the different thing.

Student answer: You controlled the experiment by yourself.

Student answer: You can only change one variables.

Student answer: By putting everything where it goes.

Student answer: A controlled experiment is when you change one variable that is it no more than one variable.

Student answer: A controlled experiment is when you only change one variable at a time.
Question: Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.
Reference answer: The boat with 0 marbles is the standard in this experiment.

Student answer: A 2 boat.

Student answer: 3.

Student answer: To is boat.

Student answer: Going up 5 marbles each time he put them in.

Student answer: 56.1 equals average.

Student answer: Large paper cup, marble mass.

Student answer: He measured to see how far the boat sank when different numbers of marbles were added.

Student answer: The standard was that he used marbles.

Student answer: Jack's standard is using marbles instead of pennies.

Student answer: There is no standard.

Student answer: The standard is 0 marbles and 0 the boat sank.

Student answer: The cup that did not hold anything.

Student answer: I think 8.5.

Student answer: 5 marbles amount it sank 3.

Student answer: The standard is the 0 one.

Student answer: A large paper cup with labels.

Student answer: 0 Marbles, amount boat sank.

Student answer: 0 marbles.

Student answer: How many pennies boat sank.

Student answer: The amount of marbles.

Student answer: He had a standard for 5 marbles 3 boat sank.

Student answer: 0 marbles.

Student answer: The number of marbles.

Student answer: Size of boat.

Student answer: 0 marbles.

Student answer: 0 marbles, amount boat sank.

Student answer: He is getting marbles and putting it in a cup.

Student answer: It is an a controlled experiment.

Student answer: Jack's experiment was to see how many marbles he could fit in the cup before sinking.

Student answer: Jack changed the number of marbles.

Student answer: The boat with no marbles is the standard.

Student answer: Jack changed probably was the amount of water.

Student answer: Jack's standard was the lifeboat.

Student answer: The standard is the first lifeboat he made.

Student answer: He did not complete all the standards.
Question: Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.
Reference answer: As time increases, the number of tree rings also increases.

Student answer: This graph tells me this tree has a lot of rings.

Student answer: How long it took to get a number of rings.

Student answer: The graph tells you over time how many rings are in the tree.

Student answer: The graph tells me that the number of rings is really high.

Student answer: It tells me the number of rings grows. So does the time.

Student answer: How old the tree is.

Student answer: This graph tells me the number of the tree's rings and how long.

Student answer: That it goes from 0 and up.

Student answer: The number of times it rings and the times.

Student answer: That there is a lot of rings and a lot of time.

Student answer: I think the graph tells me that all the numbers are common.

Student answer: It tells me that the older the tree the more rings it has.

Student answer: I think this graph tells me that the time is about 25 seconds and the number of tree rings 20 times.

Student answer: The graph tells you the number of tree rings.

Student answer: That the time goes up.

Student answer: The more the time the more the tree rings.

Student answer: It shows you the number of tree rings and the time.

Student answer: This graph tells me the number of tree rings on the y axis and tells me the time on the x axis.

Student answer: Number of tree rings gets larger over time.

Student answer: As time goes on the of tree rings go up.

Student answer: As time goes on the number of tree rings increases.

Student answer: As time goes on the number of tree rings increases.

Student answer: As time goes on the number of tree rings increases.

Student answer: As time goes on the number of tree rings grows higher.

Student answer: As time goes on the number goes up.

Student answer: As time goes on the number of tree ring are higher.

Student answer: As time goes on the number gets larger.

Student answer: As time goes on the number of tree rings are increasing as it goes.

Student answer: As time goes on the of number of tree rings go up.

Student answer: As time goes on the tree rings are going up.

Student answer: The tree rings and time are both increasing.

Student answer: The number of tree rings and the time is increasing.

Student answer: That the time increasing and the tree rings are increasing too.

Student answer: The time is increasing the tree rings are increasing.

Student answer: They are both are increasing.

Student answer: The rings and the tree rings are increasing.