APURVAASINHAAAA/SciEntsBank huggingface dataset:
Question: Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.
Reference answer: A reaction was indicated by the bubbles of gas (a new material) being produced.

Student answer: Because after a while small bubbles appeared, but in the next day, bubbles, starting to be more eggshells were disappeared.

Student answer: She made a reaction because it started to bubble after a while.

Student answer: She made a reaction because bubbles appeared.

Student answer: She did make a reaction by saying that there was bubbles in the cup.

Student answer: The eggshells were gone.

Student answer: Grace thinks she made a reaction because bubbles appeared on the eggshells and that is what a reaction is.

Student answer: Because there are bubbles and the shells just disappeared.

Student answer: There was bubbles but just there was a gas.

Student answer: Because it was bubbles and fizzing.

Student answer: Because it started bubble.

Student answer: Because the eggshells bubbled then dissolved.

Student answer: Because it bubbled.

Student answer: Bubbles on the eggshells.

Student answer: Because there were bubbles.

Student answer: Because there was bubbles.

Student answer: The bubbles made a reaction.

Student answer: Because there were gas bubbles.

Student answer: Because she use eggshells and vinegar then small bubbles appeared then there were more bubbles the eggshells turned into a liquid.

Student answer: Because a reaction is where something combines and changes start which is a fizz or bubbles.

Student answer: Because there were a lot of bubbles. That one of the effects of a reaction.

Student answer: Because there were gas bubbles.

Student answer: It was a slow reaction but when it started to bubble and the shell dissolved it was a reaction.

Student answer: Because there was a lot of bubbles on the eggshell after she added the vinegar.

Student answer: Because she saw bubbles.

Student answer: Because she put eggshells in a cup and covered them with vinegar and after a couple of days she saw that they were gone.

Student answer: A few bubbles came. Gas.

Student answer: Because the egg shells disappeared.

Student answer: She made bubbles and that is a common sign of a reaction.

Student answer: Because she mix more there was fizz.

Student answer: Because there were more bubbles everyday.

Student answer: Because the eggshells bubbled and a few days later the eggshells were gone.

Student answer: She did make a reaction because she saw bubbles.

Student answer: Because it bubbled.

Student answer: Because it was gone.

Student answer: Because it had bubbles appearing.

Student answer: It bubbled that is why.
Question: Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?
Reference answer: The mixtures are all clear.

Student answer: Because when you use a mixture and as it dissolve it is a solution.

Student answer: Maybe it could change to him and have something die.

Student answer: I think jam is mixture.

Student answer: Because they dissolved.

Student answer: When the mixture is clear and no material is on the bottom.

Student answer: The evidence Jim has is the material on the bottom and the solid because a solution has 2 or more things combined.

Student answer: That the water is clear.

Student answer: My evidence is a solution can be clear or evaporated by heat and so all of them are clear.

Student answer: The evidence he has is that it is clear and nothing on bottom to be a solution.

Student answer: Because it was clear and nothing on the bottom.

Student answer: He put the solid in the water and the solid dissolved into the water.

Student answer: Mixtures one, 3, and possibly 2 are clear a sign that the material has dissolved and made a solution.

Student answer: Mixtures one and 2 are solutions because they are clear.

Student answer: It has to be clear with nothing on bottom.

Student answer: When the solid material is disappeared.

Student answer: I know it is a solid because it has stuff in the but mine.

Student answer: That there is undissolved particle at the bottom.

Student answer: Mixtures 4 and 5 are evidence.

Student answer: Because a solution is clear.

Student answer: He has that he put a solute in the solvent and it came out clear and nothing on bottom.

Student answer: His evidence is the mixture turned clear.

Student answer: If the material dissolved it is a solution.

Student answer: Because the solid dissolve.

Student answer: The evidence is the water cannot take any more ingredients.

Student answer: Because there is nothing at the bottom.

Student answer: That if it does have material at the bottom that it is not.

Student answer: Because the solid dissolve.

Student answer: There is material on the bottom and that means it is saturated solution.

Student answer: Because some of them have a dissolved solid.

Student answer: The mixtures are clear.

Student answer: How much water is in it, and how much spoons of solid are in it.

Student answer: When the solid disappears into the solvent.

Student answer: His mixture is clear.

Student answer: One spoon.

Student answer: He does not have an idea that island make a salt outline.
Question: Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.
Reference answer: When the string was tighter, the pitch was higher.

Student answer: If you get it right it will not have much Frequency.

Student answer: If the strings were tightened it would make a high sound.

Student answer: It was soft then it got louder.

Student answer: Because there is more tension so the vibrations go faster.

Student answer: It goes higher.

Student answer: The string is lower when you tightened it.

Student answer: It was a high pitch when she hit the string when it was not holding down the string it was a lower sound.

Student answer: It was louder Because she made more tension.

Student answer: The string had a higher pitch.

Student answer: It would make a High sound.

Student answer: It was higher.

Student answer: It would either make the pitch higher or lower.

Student answer: The pitch higher so it was more of a ding than a bring.

Student answer: Lower because if you pull on the string it is lower.

Student answer: When you tighten it it makes a higher pitched.

Student answer: Well when it is tightened you can not pull it that far so it makes a different sound.

Student answer: It is lower pitch when it is tighten so if it is looser then it is high pitch.

Student answer: It got high pitch and lower volume.

Student answer: When you tighten it up it would sound different.

Student answer: The string was tighter.

Student answer: I know that it is a low pitch.

Student answer: It would be a low pitch.

Student answer: It will be louder.

Student answer: The string makes a low pitch.

Student answer: When the string is tightened the string comes more out of the guitar part so the string in the guitar part is smaller so the pitch it higher.

Student answer: When she tightened the string there was a higher pitch.

Student answer: When the string is tightened, the pitch is higher not lower.

Student answer: The string made a higher pitch because it made it stop earlier which makes a higher pitch.

Student answer: When you make it long it make it low sound when you make it short it a height sound.

Student answer: When it was loose the sound was soft but when it was tighten it is low.

Student answer: The string was higher pitch because it had more tension.

Student answer: The tighter the string the higher it gets.

Student answer: When she make the the loose it get the sound lower.

Student answer: The pitch is higher.

Student answer: It was louder because the string was tighter.

Student answer: By moving her finger.
Question: Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.
Reference answer: When the string was shorter, the pitch was higher.

Student answer: It will not make loud pluck like the other strings.

Student answer: If it was shorter it would have a low sound.

Student answer: When you pluck the first string it makes a low pitch.

Student answer: At first it would make noise slower than the shorter one because it would be shorter noise.

Student answer: It was a higher pitch!

Student answer: Which side has more string is a lower pitch. Whichever side has more string it has a lower pitch.

Student answer: Because when you give it less room to vibrate it makes a higher pitch.

Student answer: It got a higher pitch.

Student answer: It is a high pitch.

Student answer: A bigger string makes a lower pitch and a little string would have a high pitch.

Student answer: It would make a high pitch.

Student answer: It is going to be higher.

Student answer: When it vibrates it goes so fast but it hits the string.

Student answer: The pitch would be higher because the vibrations do not travel as long.

Student answer: It was tighter so it made a higher pitch.

Student answer: When it is shortened the string is not that long so it makes a different sound.

Student answer: It gets higher when it is short and lower when it is longer.

Student answer: It got shorter and shorter so it was higher pitch.

Student answer: The sound was lower. It had more room to vibrate.

Student answer: It would be a High pitch.

Student answer: The string made a low pitch.

Student answer: When kate shortened the string that string would have a higher pitch.

Student answer: It got higher.

Student answer: The sound had a higher pitch because it had faster vibrations.

Student answer: I think the string would be tighter.

Student answer: It turns really really loud.

Student answer: It sounded high.

Student answer: The shorter the the higher the pitch because it less to travel through.

Student answer: And the shorter the string also the higher pitch it makes.

Student answer: The shorter the string the higher the sound.

Student answer: When you make the string small the volume is louder.

Student answer: It will have a lower sound than when you let go.

Student answer: The sound was lower.

Student answer: When you pull your string it makes a sound.

Student answer: IT High When it Shorter.
Question: Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?
Reference answer: The saxophone has the longest and fattest tube.

Student answer: Because it is a horn that make like the mm.

Student answer: Because it is the shortest one and it do not have that much time to come up.

Student answer: Because the big circle makes a low pitch.

Student answer: Because it is the biggest and it takes longer to make loud sound.

Student answer: Because it is a bigger instrument, wider and solid. Well those are the only ones I have learned.

Student answer: Because it is the biggest instrument and the bigger it is the bigger vibrations and the bigger vibrations the lower it sounds.

Student answer: Because it is bigger and I heard one before.

Student answer: Because it is an instrument of the orchestra.

Student answer: Because it has a curved thing.

Student answer: Because it is the biggest one.

Student answer: Because it is the smallest.

Student answer: Because it is the biggest one because the air can not go through it very fast.

Student answer: The low has make the highest sound and the highest make the lower sound.

Student answer: It is so big it has a lot of room to vibrate.

Student answer: Because the sound has more room to vibrate.

Student answer: The bigger it is the lower the sound the smaller it is the higher the sound.

Student answer: Because it has more amplification.

Student answer: Because it is the biggest.

Student answer: Because it has a little hole.

Student answer: Because it is the longest and it takes a while for it to make sound.

Student answer: It makes the lowest sound because it vibrates slower from having to travel far.

Student answer: Because it is the biggest out of all the instruments.

Student answer: Because the instrument is thicker than the others.

Student answer: Because the lower it is the lower for big.

Student answer: Because the sound waves had a short time to set to the bottom, because it is bigger.

Student answer: Because it has to travel longer.

Student answer: It makes the lowest sound because it is bigger and vibrates slower.

Student answer: This is why it makes the lower sound the one I circled goes down and then up that might be why.

Student answer: I think that is the correct answer because is bigger.

Student answer: Because it is a big one so it is going to make the lowest sound.

Student answer: Because if it is large then it makes a lower sound.

Student answer: Because the bigger it is the lower the sound gets.

Student answer: Because it is the longest instrument. The air takes a longer time to travel out.

Student answer: Because it has the longest way to travel.

Student answer: Because is little instruments and I already played it once.
Question: Why was the siren's sound designed to have this property?
Reference answer: So that people notice the sound.

Student answer: Because so it can tell people to get out of the way in case of a fire.

Student answer: Because for the sound.

Student answer: Because when a house is on fire the fire people turn on their sirens.

Student answer: Would by a sound. Because it was high and low enough for someone to hear.

Student answer: So people can hear.

Student answer: Because if someone called 911 they could hear that they are coming.

Student answer: So when people in cars are driving it tells them to get out of the way.

Student answer: So everyone can hear it.

Student answer: Because the fire alarm would when a house is on fire.

Student answer: So people would move if it was an emergency.

Student answer: So if people heard this high pitch they would know to move or get out of the way.

Student answer: So people would know to get out of the way.

Student answer: Because it is a big pitch.

Student answer: So people know there is an emergency.

Student answer: Because high pitch is louder. So everyone can hear it because there is a fire.

Student answer: It gets cars out of the way. So they can get to the fire faster.

Student answer: I think siren.

Student answer: So people know to move.

Student answer: To get people out of the way.

Student answer: To get people's attention.

Student answer: To warn people.

Student answer: So people can hear it and pull over.

Student answer: To let the people know there are trouble so they need to hurry in the traffic.

Student answer: So people could know to get out of the way.

Student answer: If something Bad happening to somebody.

Student answer: For the fire drill.

Student answer: Because the car needs to get to someplace very quick.

Student answer: They have that so people can get out of the way.

Student answer: So people can hear it and get out of the way. To make people get out of the way.

Student answer: To let the people and people in trouble to know.

Student answer: I think a loud volume so that people hear it not to but the siren does not sound so loud.

Student answer: To tell people to move.

Student answer: It had a high pitch to warn people.

Student answer: Because he does not want noise.

Student answer: So people know to get out of the way.
Question: Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?
Reference answer: When the string is tighter, the pitch will be higher.

Student answer: It will change the pitch.

Student answer: The pitch will change by the way she plucks it.

Student answer: The pitch would be low.

Student answer: The pitch will get high.

Student answer: Higher pitch.

Student answer: It would have a higher pitch.

Student answer: It would make a higher pitch.

Student answer: The pitch would be lower because it has less room to vibrate.

Student answer: The pitch would get higher.

Student answer: It would be lower.

Student answer: It would make a higher pitch.

Student answer: It would be a higher pitch.

Student answer: It would sound louder.

Student answer: It would be lower.

Student answer: It would become a higher pitch from when she did not have it tight.

Student answer: It would be a higher pitch.

Student answer: It would be high pitch.

Student answer: High pitch.

Student answer: It would change to a high pitch.

Student answer: It would be low.

Student answer: It would be a high pitch.

Student answer: The string gets higher.

Student answer: A high pitch.

Student answer: It would have a higher pitch.

Student answer: It would make a higher pitch.

Student answer: Medium.

Student answer: The pitch was higher.

Student answer: The sound would be higher.

Student answer: It would be lower.

Student answer: The sound will be a high pitch.

Student answer: The pitch would go higher.

Student answer: The pitch will go low.

Student answer: The volume changes.

Student answer: It would make a high pitch if Darla pull the string tighter.

Student answer: It will be higher pitch.

Student answer: It would become higher.
Question: Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?
Reference answer: When the string is longer, the pitch will be lower.

Student answer: It would be a high pitch.

Student answer: It will change by the pitch will be soft.

Student answer: It would be high pitch.

Student answer: The pitch will change by getting lower.

Student answer: It would have a lower pitch.

Student answer: It would have a lower pitch.

Student answer: It would be lower.

Student answer: If she did the pitch would be lower.

Student answer: Louder.

Student answer: The pitch gets lower.

Student answer: It will shake and make sound.

Student answer: It would be lower.

Student answer: It would get lower.

Student answer: It would have a lower pitch because it has less room to vibrate.

Student answer: Softer.

Student answer: It would be wobbly so it would make a small sound.

Student answer: It would make a higher sound.

Student answer: It would be lower pitch.

Student answer: It would not be as high as when you pull it tight.

Student answer: It would change to a low pitch.

Student answer: It would be a low pitch.

Student answer: The pitch will be higher.

Student answer: A low pitch.

Student answer: It would be lower.

Student answer: The pitch would get lower.

Student answer: The pitch will be low.

Student answer: It got high.

Student answer: It will be low the pitch change.

Student answer: The sound would be lower.

Student answer: It would be lower pitch.

Student answer: It would be a longer sound.

Student answer: Still high.

Student answer: It would sound lower.

Student answer: The pitch will go high.

Student answer: It will make a lower pitch and yes.

Student answer: The pitch would be low.
Question: What is a heat sink?
Reference answer: A heat sink is any material that absorbs (a lot of) heat.

Student answer: The cement is heat sink and the wood is heat sink.

Student answer: Something that could hold energy.

Student answer: A heat sink is an object that can attract heat.

Student answer: Heat sink is anything that gets or contains heat.

Student answer: It is when the sun absorbs the water from the sand.

Student answer: A heat sink is something that traps heat in. Like water it heats up and traps the heat to make boiling water.

Student answer: A heat sink is a temperature the water heats up very slowly.

Student answer: A heat sink heats up slowly and cools down slowly.

Student answer: A heat sink is a material that can hold a lot of heats. Heat sink heats up materials.

Student answer: A heat sink is water that heats up more slowly and cools down more slowly than earth dry materials.

Student answer: When the temperature in the thermometer goes down or decreases.

Student answer: Something that absorbs heat and loses heat slow like water.

Student answer: It is something like dry soil.

Student answer: It is an earth material that takes energy and releases it slowly.

Student answer: It is an earth material that absorbs energy slowly and releases it slowly.

Student answer: A heat sink is an earth material that absorbs energy slowly and releases it slowly.

Student answer: It is a material that decreases heat such as water.

Student answer: When the temperature drops.

Student answer: When the heat starts to go down.

Student answer: It is a material that may lower heat.

Student answer: When the temperature drops.

Student answer: A heat sink is something that absorbs sunlight quickly. Water is the best heat sink.

Student answer: Heat sink is when the temperature drops.

Student answer: A heat sink is when a temperature goes up just a little or down a little.

Student answer: A heat sink is material that takes in more heat.

Student answer: Something that can absorb heat.

Student answer: A substance that can take in and give off heat.

Student answer: A heat sink is something that absorbs heat and gives it off slowly.

Student answer: A heat sink is a material that heats up slowly and cools down slowly.

Student answer: A heat sink is when a material heats up slowly but stays warmer longer when cooling off.

Student answer: A heat sink is a heat that is wet.

Student answer: A material that slows down another.

Student answer: A heat sink is something takes long to cool down and get hot.

Student answer: A heat sink is something that takes water to absorb.

Student answer: A heat sink is not a thing like water.

Student answer: A heat sink is water because it absorb the slowly and it lets go slowly.