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: By letting it sit in a dish for a day.

Student answer: Let the water evaporate and the salt is left behind.

Student answer: The water evaporated and left salt crystals.

Student answer: I saw a pinkish grayish color that was blocking the water.

Student answer: You have to slowly tip the vial for only the water to go.

Student answer: By pouring the water and salt into the thing, and letting the water evaporate.

Student answer: By slowly pouring it in a tray.

Student answer: The water evaporated so there was only salt left.

Student answer: We put the water with the salt in it and put it outside for the water to evaporate.

Student answer: I separated the salt from the water because the salt are on the rocks that are on the bottom and the water is on the top.

Student answer: Because you can see salt in water.

Student answer: I let the water evaporate.

Student answer: The water dried up and left the salt.

Student answer: We let the water evaporate.

Student answer: The water dried up.

Student answer: You just get water and the smashed mock rock and put the smashed rock and water together.

Student answer: You put the water, a little bit, in a cup and leave it overnight.

Student answer: We evaporated the salt from the water because the water evaporated and separated.

Student answer: We put the water and salt in the Petri dish. The water evaporated and the salt became crystals.

Student answer: We poured the salt into a Petri dish and poured the water out.

Student answer: By the Petri dish.

Student answer: By putting water in a Petri dish and letting the water evaporate.

Student answer: Poured the top of the vial out.

Student answer: The salt dissolved and the water evaporated and the salt went to the bottom.

Student answer: We put it in a evaporation dish and the water evaporated.

Student answer: I put it on the evaporating dish.

Student answer: By pouring the water into the salt.

Student answer: We poured the water out of the bottle.

Student answer: Letting the water evaporate.

Student answer: Put it on a dish and then the water gets in the air and the salt stays.

Student answer: I do not know.

Student answer: The salt separated with the water because the salt was heavier but the water was not even heavy.

Student answer: We put the water in a clear cup and let it sit and the water evaporated and the salt stayed.

Student answer: I put some water in a dish and let the water evaporate so the salt would stay.

Student answer: Evaporate.

Student answer: The crystals were salt.
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: We used magnifying glasses and some sort of guide thing that told us what different kinds of salt looks like.

Student answer: You take a look through the magnifying glass.

Student answer: Because of the paper we looked at.

Student answer: We looked at a piece of paper and one of the pictures looked like the crystals.

Student answer: They will not shine.

Student answer: They were square like salt.

Student answer: We knew the crystals were salt because the crystal identification chart showed us that the different kinds of salt were crystals.

Student answer: It said so on a paper.

Student answer: Because it was at it because we had a chart that could tell us that.

Student answer: They looked like salt.

Student answer: We got a sheet with different kinds of crystals. So I looked for the same picture like the crystal and it said Kosher salt.

Student answer: The teacher told us.

Student answer: Because salt is made up of little crystals.

Student answer: Because salt look like little pieces of a crystal.

Student answer: I knew because they were shaped like kosher salt.

Student answer: I knew the crystals were salt by the movie we watched.

Student answer: Because flour does not turn into crystals.

Student answer: Because salt is a crystal.

Student answer: Because it has a X in the middle, and salt was in it.

Student answer: The crystals are kosher salt and kosher salt is salt!

Student answer: By looking at the crystal identification sheet.

Student answer: Because we measured them.

Student answer: Because it was so shiny.

Student answer: They were powdery.

Student answer: Because there were little shining things inside and I knew it was salt.

Student answer: Because we learned it because it was white that is how we knew.

Student answer: I would know that the crystals were salt is the way how it looks.

Student answer: We poured the water we left it alone for 2 days and they dry up.

Student answer: After the water dried we noticed it was Kosher salt.

Student answer: By breaking the rock.

Student answer: Because it tastes like salt.

Student answer: Because crystals are a kind of salt.

Student answer: I looked at them really closely and they looked like crystals and diamonds.

Student answer: Because we looked in the magnifying glass.

Student answer: I knew the crystals were salt because of the patterns and shapes.

Student answer: I looked at the chart.
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 do a scratch test and see which one is harder.

Student answer: Scratch one against the other.

Student answer: Rub them together.

Student answer: By scratching them.

Student answer: Rubbing them together.

Student answer: Scratch them together.

Student answer: Scratch them against each other.

Student answer: Use her fingernail.

Student answer: A rock scratch.

Student answer: Use your fingernail.

Student answer: Scratch the 2 together.

Student answer: Scratch one against the other.

Student answer: She can use her nail and penny.

Student answer: Scratch them together.

Student answer: Georgia could rub them together.

Student answer: Scratch them together.

Student answer: Scratch the minerals together.

Student answer: From scratching with another minerals.

Student answer: She can scratch them together and the one with the mark is the soft one.

Student answer: She can scratch it together and look and see which leave a scratch.

Student answer: She could rub them together.

Student answer: Georgia could rub them together.

Student answer: She could rub them together.

Student answer: Scratch the 2 rocks together.

Student answer: By rubbing them together and touching them.

Student answer: With her nail.

Student answer: Rub them together.

Student answer: Rub them together.

Student answer: Rubbing them together.

Student answer: She can rub them together and switch, if there is a mark on it and it goes away, it is hard.

Student answer: Rub them together to see if scratch the other.

Student answer: Rub them together.

Student answer: Rub them together, see which will scratch the other.

Student answer: Rub them together and see if you can scratch it harder.

Student answer: Rub them together and see if one scratches the other.

Student answer: Rub them to 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: Because whichever one scratches is the hardest.

Student answer: Which one makes a deeper scratch.

Student answer: The other one that did not break is the hardest.

Student answer: See which one scratched the other.

Student answer: One will scratch the other one. She should rub the scratch, too. That way she knows if it is a scratch or dust from the other mineral.

Student answer: First you take the black mineral and rub it against the brown mineral. Then see if you can wipe off the mark and if you can the brown one is harder and if you cannot the black one is harder.

Student answer: She can rub the scratch. If it goes away, the black one is harder. If it stays there, the brown one is harder.

Student answer: The one with scratches or deeper scratches is weaker and the other rock is harder.

Student answer: When she rubs them together and the other one breaks the one that did not break is the hardest.

Student answer: Because it will break.

Student answer: Scratch test.

Student answer: The harder mineral will scratch the color off of the softer one.

Student answer: The one that make a mark. She should also see if stuff comes off when she scratches it.

Student answer: If she does scratch one on the other and one gets a mark that you can to rub off. Then you know the other one is harder.

Student answer: A penny.

Student answer: The one with a scratch.

Student answer: The mineral with no scratch is the hardest because the other one could not scratch it.

Student answer: The one that scratches the other.

Student answer: Whichever one gets scratched is the softest.

Student answer: Whichever one got scratched.

Student answer: Scratch them together.

Student answer: Whichever one that has more scratches.

Student answer: Because maybe something will come off.

Student answer: The one that does not break.

Student answer: By rubbing them together whichever one the chalky stuff comes off of is the hardness.

Student answer: The skin of the saltiest will come off.

Student answer: The one that does not have a scratch.

Student answer: The one who resists is the hardest.

Student answer: Because she can touch and see which is hard.

Student answer: If you see a mark that does not mean it is the softest. If it is pushed in that means it is the softest and the harder one there is nothing.

Student answer: The one with a scratch is not the hardest so the other mineral must be hardest.

Student answer: The one that crumbles the most.

Student answer: The harder mineral will leave a scratch on the less hard mineral.

Student answer: The harder will leave a scratch on the less hard mineral.

Student answer: The harder mineral will leave a scratch on the less hard mineral.

Student answer: The harder will leave a scratch on the other.
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: I chose this answer because I remember what type it is because I remembered.

Student answer: The key on the bottom and the match.

Student answer: I see the same picture or shape.

Student answer: Because on the key alum is a hexagon with a box in it and lines on the net observation it is the same.

Student answer: Because the crystals in the circle are the same as the crystals in the alum square.

Student answer: The picture looks like the alum.

Student answer: Because of its shaped like a hexagon with a square inside.

Student answer: They have the same shape.

Student answer: Because I know what to do with the key.

Student answer: I chose the answer because in the key below in the middle is alum and it looks the same as the one above.

Student answer: Because it looks the same as her observation.

Student answer: It is the same crystals.

Student answer: Because they look the same.

Student answer: It look the same.

Student answer: Because it is crystals and the things look like them.

Student answer: It looks like little diamonds, but it is salt.

Student answer: I chose this answer because the picture in the circle and the picture square look the same.

Student answer: I chose this answer because the shape and design looks the same.

Student answer: I chose it because that is the only crystal that looks like alum.

Student answer: Alum has things inside so I look at the picture and it has things inside so I knew it was alum.

Student answer: Because they have the same shape and they have the same size and they have squares inside them.

Student answer: Because they have squares inside of it, they have lines going to the outside of it, and it has sides on the outside.

Student answer: Because it is the same shape and has the same design in it.

Student answer: Because the picture that Emily drew looks just like the alum in the crystal sheet key and they are both the same shape and have the same pattern.

Student answer: Alum looks exactly a like it in the dish.

Student answer: Because alum is the same one up there and I remembered studying it.

Student answer: Because Alum looks like that.

Student answer: Why I chose that answer is that it looks like Alum.

Student answer: Because alum has a hexagon shape.

Student answer: Alum answer.

Student answer: Because it look 3D or like a box the same shape.

Student answer: Because I looked at the crystals and looked at the key and compared it. Then I saw a match.

Student answer: It is match is.

Student answer: Because the alum matches.

Student answer: Because the picture matches.

Student answer: Because it has the same shape and size.
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: The were like feathers they were tiny little overlapping squares.

Student answer: It look like feathers.

Student answer: Looks like salt that has fizz on in it.

Student answer: They were squares with Xs.

Student answer: The salt crystals shape is a square.

Student answer: Square with X in it.

Student answer: They are white, sparkly, if you put 5 or 10 together you can make a pile.

Student answer: It is a square with little Xs on it.

Student answer: Squares with Xs in the middle.

Student answer: They would be a square with a X on it.

Student answer: A box and in X in the box.

Student answer: 4 squares one X.

Student answer: If I put saltwater in a dish it evaporate over heat and turns to salt crystals.

Student answer: Organized cubes with X.

Student answer: With Xs.

Student answer: The salt crystals leaves a Xs.

Student answer: It was while you could see through square.

Student answer: They all look the same, but some of them look different and then really small.

Student answer: It is shaped like a diamond and it looks like a diamond.

Student answer: Squares with the Xs on them.

Student answer: Square has X on it little X.

Student answer: They are like little boxes with Xs on them.

Student answer: They are squared with Xs in them.

Student answer: They are squares with Xs in them.

Student answer: The salt was made of crystals because crystals have Xs.

Student answer: It is a square and Xs on it.

Student answer: The salt crystals has Xs in the middle of the square.

Student answer: The salt crystal is a square shape with a X in the middle.

Student answer: Is just tiny and big because of crystals.

Student answer: I do not know.

Student answer: I do not know.

Student answer: They have a square with a X in it.

Student answer: It is shaped as square and has an X in the middle.

Student answer: They have X in them.

Student answer: The salt has the letter X.
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: You would see if it bubbles.

Student answer: Bubbles coming out of the rock and murky water.

Student answer: The vinegar would get all full with bubbles, and murky.

Student answer: I would observe broken calcite that looks like wet baby powder.

Student answer: Well a mineral is in a can of rock there is.

Student answer: It would be mostly about minerals.

Student answer: I would see if the rocks bubble.

Student answer: I would observe many bubbles staying on the calcite, and some floating to the top.

Student answer: You would see bubbles.

Student answer: You would look for bubbling.

Student answer: I would look for bubbles if the it has bubble it has calcite.

Student answer: If the rock fizzes it contains calcite because calcite fizzes when put with cold acid.

Student answer: You would see the mineral fizzing.

Student answer: I would notice that it should be bubbling.

Student answer: The rock would be covered by bubbles and fizz.

Student answer: You will see bubbles coming up and you will see them going fast.

Student answer: You would see bubbles fizzing to the top.

Student answer: You would see bubbles floating up or down.

Student answer: The rock would covered by bubbles and fizz.

Student answer: Some parts will fizz and bubble with rise to the top.

Student answer: You would see bubbles rising from the calcite.

Student answer: It would fizz and get small.

Student answer: It would have little tiny crystals that are white.

Student answer: If I in a test on as rock with acid I will put acid on the rock and let it settle overnight.

Student answer: By it fizzing and it might take the rock apart.

Student answer: Bubbly, shiny and kind of see through.

Student answer: Because the one thing that you put vinegar has or has not calcite.

Student answer: For bubbles.

Student answer: Calcite reacts with vinegar.

Student answer: Water breaks rock to little pieces.

Student answer: It will bubble.

Student answer: I would describe what the rocks color is and what the mass if it is a mineral or not.

Student answer: The rock would fizz. If it fizzed then there is calcite in it.

Student answer: It will be separated in groups.

Student answer: You would observe fizz in the rock that contains calcite.

Student answer: It sizzles. If it first sizzles it contains calcite.
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: Carbon Dioxide carbon dioxide.

Student answer: There is sugar in the mixture.

Student answer: The chemical reaction indicates that it has a lot of sugar in it.

Student answer: It indicates that there is acid.

Student answer: The chemical reaction indicates sugar.

Student answer: The food has sugar in it.

Student answer: Chemical reaction means it has what you are looking for, sugar, acid, fat.

Student answer: That it contains sugar.

Student answer: That the food she tested did contain sugar.

Student answer: This chemical indicates sugar.

Student answer: It had acid.

Student answer: It indicates that sugar is in the food.

Student answer: It indicates that there is sugar in that food.

Student answer: It indicates that sugar is in the food.

Student answer: This means that there was acid and or sugar in the product.

Student answer: It indicates that it has food in it.

Student answer: It indicates there is sugar in the food.

Student answer: It indicates that there is sugar in the food.

Student answer: It indicates a sugar test to see how much sugar there is.

Student answer: It probably has a lot of acid.

Student answer: It indicates carbon dioxide.

Student answer: That is has a lot of acid and vitamin C.

Student answer: That there is sugar in the food.

Student answer: That it has a lot of acid and sugar.

Student answer: The reaction indicates that it has carbon dioxide.

Student answer: The chemical reaction indicates sugar.

Student answer: That there is acid present yeast indicates sugar.

Student answer: That the food had sugar in it and carbon dioxide.

Student answer: It indicates that the it has acid in it.

Student answer: The reaction indicates that yeast contains acid.

Student answer: The she tested sugar and it also indicates that the water was too hot.

Student answer: The chemical indicated carbon dioxide and sugar.

Student answer: It indicates how much sugar there is.

Student answer: The chemical reaction indicates how much sugar is in the food.

Student answer: That the food she tested had a lot of sugar and because she probably put sugar in it.

Student answer: This chemical reaction indicates that there is sugar presence in the sample of the food.
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 loop.

Student answer: One is a loop and one is arch.

Student answer: They are the same.

Student answer: The both finer patterns are loop.

Student answer: They are same loop.

Student answer: They are both loops.

Student answer: They are loop.

Student answer: Because you look at the finger patterns.

Student answer: They are loop.

Student answer: They are both a loop.

Student answer: Loop.

Student answer: Both loops.

Student answer: They are both loops.

Student answer: They are both loops.

Student answer: They are both loops.

Student answer: They are loops.

Student answer: They both loops.

Student answer: They are both loops.

Student answer: They are both the same pattern.

Student answer: Their shape is the same.

Student answer: They have lines.

Student answer: They are both arches.

Student answer: It is the same because it has loops.

Student answer: Patterns below then.

Student answer: They both have loops.

Student answer: They all have lines.

Student answer: They are both are loops.

Student answer: They are both loops.

Student answer: They are both thumbs.

Student answer: Both of the finger points have a loop.

Student answer: They are both a loop.

Student answer: They both have a loop in them.

Student answer: They are both loops.

Student answer: They are both loops.

Student answer: They are the same kind of finger patterns.

Student answer: They are both loops.