ariesutiono/entailment-bank-v3 huggingface dataset:
Question: Which model is used by scientists to determine the properties of elements?
Answer: the Periodic Table
Hypothesis: the periodic table of elements is the model that can be used to determine the properties of elements
Supporting facts: sent1: a periodic table is a kind of scientific model sent2: the periodic table of elements can be used for predicting / determining the properties of an element
Reasoning: [BECAUSE] a periodic table is a kind of scientific model [AND] the periodic table of elements can be used for predicting / determining the properties of an element [INFER] int1: the periodic table of elements is the model that can be used to determine the properties of elements
Question: At what temperature is water most likely to be in vapor form?
Answer: 120C
Hypothesis: the water will be water vapor when the temperature is 120 c
Supporting facts: sent1: the boiling point of water is 212f / 100c / 373k sent2: water is in the gas state , called water vapor, for temperatures above 100 c sent3: the temperature is 120 c
Reasoning: [BECAUSE] the boiling point of water is 212f / 100c / 373k [AND] the temperature is 120 c [INFER] int1: the temperature of 120 c is above 100 c [BECAUSE] int1 [AND] water is in the gas state , called water vapor, for temperatures above 100 c [INFER] int2: the water will be water vapor when the temperature is 120 c
Question: Four identical candles are set on a safe surface and lit. One is covered with a small-sized jar, one is covered with a large-sized jar, and one candle is left in the open. A fourth lit candle is placed in a vacuum. Which candle will most likely stay lit the longest?
Answer: the candle left out in the open
Hypothesis: the candle left out in the open stay burning the longest
Supporting facts: sent1: oxygen is a kind of matter sent2: as the amount of oxygen exposed to a fire increases the fire will burn longer sent3: if something is left out in the open then that something is exposed to oxygen sent4: a fire requires oxygen to burn sent5: the fourth lit candle is placed in a vaccum sent6: a lit candle is left out in the open sent7: if something is covered in a close space, then it is exposed to limited oxygen sent8: a lit candle is covered in a small jar sent9: a lit candle is on fire sent10: a lit candle is covered in a large jar sent11: a vacuum has no matter in it
Reasoning: [BECAUSE] if something is left out in the open then that something is exposed to oxygen [AND] a lit candle is left out in the open [INFER] int1: the lit candle left out in the open is exposed to unlimited oxygen [BECAUSE] int1 [AND] as the amount of oxygen exposed to a fire increases the fire will burn longer [AND] a lit candle is on fire [INFER] int2: the candle that is left out in the open will keep burning [BECAUSE] a lit candle is covered in a large jar [AND] if something is covered in a close space, then it is exposed to limited oxygen [INFER] int3: the lit candle covered in a large jar is exposed to a limited amount of oxygen [BECAUSE] int3 [AND] as the amount of oxygen exposed to a fire increases the fire will burn longer [AND] a lit candle is on fire [INFER] int4: the candle that is covered in a large jar will burn for a limited amount of time [BECAUSE] if something is covered in a close space, then it is exposed to limited oxygen [AND] a lit candle is covered in a small jar [INFER] int5: the lit candle covered in a small jar is exposed to a limited amount of oxygen [BECAUSE] int5 [AND] as the amount of oxygen exposed to a fire increases the fire will burn longer [AND] a lit candle is on fire [INFER] int6: the candle that is covered in a small jar will burn for a limited amount of time [BECAUSE] oxygen is a kind of matter [AND] a vacuum has no matter in it [INFER] int7: a vaccum has no oxygen in it [BECAUSE] int7 [AND] a fire requires oxygen to burn [INFER] int8: a fire cannot burn in a vaccum [BECAUSE] int8 [AND] the fourth lit candle is placed in a vaccum [AND] a lit candle is on fire [INFER] int9: the fourth candle will stop burning when it's placed in the vaccum [BECAUSE] int2 [AND] int4 [AND] int6 [AND] int9 [INFER] int10: the candle left out in the open stay burning the longest
Question: Colored alcohol is used in some glass thermometers. When placed in air of different temperatures, the column of alcohol rises or falls in the glass thermometer. Which of the following best explains why the height of the alcohol column changes?
Answer: The alcohol expands more than the glass when heated.
Hypothesis: the height of the alcohol liquid changes because alcohol is heated
Supporting facts: sent1: as the liquid in a tube expands , the height of the liquid in that tube will increase sent2: a glass thermometer is made of colored alcohol in a tube sent3: alcohol is a kind of liquid sent4: if a material is heated , then the material will expand
Reasoning: [BECAUSE] a glass thermometer is made of colored alcohol in a tube [AND] alcohol is a kind of liquid [INFER] int1: a glass thermometer is made of alcohol liquid in a tube [BECAUSE] int1 [AND] as the liquid in a tube expands , the height of the liquid in that tube will increase [INFER] int2: if the alcohol liquid in the tube expands, then the height of the alcohol liquid will increase [BECAUSE] int2 [AND] if a material is heated , then the material will expand [INFER] int3: the height of the alcohol liquid changes because alcohol is heated
Question: Which piece of lab equipment is necessary to determine the mass of 2 teaspoons of sand?
Answer: balance
Hypothesis: determining the mass of the sand requires using a balance to measure the mass of the sand
Supporting facts: sent1: a balance is used for measuring mass of a substance sent2: determining something often requires measuring that something sent3: sand is a kind of substance
Reasoning: [BECAUSE] a balance is used for measuring mass of a substance [AND] sand is a kind of substance [INFER] int1: a balance can be used for measure the mass of sand [BECAUSE] int1 [AND] determining something often requires measuring that something [INFER] int2: determining the mass of the sand requires using a balance to measure the mass of the sand
Question: Angelo wants to know if the volume of water changes when it freezes. He measures the volume of water in its liquid state and then freezes it. Which tool did Angelo most likely use to measure the volume of the water?
Answer: a graduated cylinder
Hypothesis: a graduated cylinder can be used to measure the volume of liquid water and solid water ice
Supporting facts: sent1: water is in the liquid state , called liquid water , for temperatures between 0 and 100 c sent2: water is in the solid state , called ice , for temperatures between -273 and 0 c sent3: a graduated cylinder can be used to measure volume of a solid sent4: water is a kind of liquid sent5: freezing means a substance changes from a liquid into a solid by decreasing heat energy sent6: a graduated cylinder is used to measure the volume of a liquid
Reasoning: [BECAUSE] water is a kind of liquid [AND] a graduated cylinder is used to measure the volume of a liquid [INFER] int1: a graduated cylinder can be used to measure the volume of liquid water [BECAUSE] water is in the liquid state , called liquid water , for temperatures between 0 and 100 c [AND] water is in the solid state , called ice , for temperatures between -273 and 0 c [AND] freezing means a substance changes from a liquid into a solid by decreasing heat energy [INFER] int2: freezing means changing water from liquid water to solid water ice by decreasing heat energy [BECAUSE] int2 [AND] a graduated cylinder can be used to measure volume of a solid [INFER] int3: a graduated cylinder can be used to measure the volume of solid water ice [BECAUSE] int1 [AND] int3 [INFER] int4: a graduated cylinder can be used to measure the volume of liquid water and solid water ice
Question: Which measurement tool is used to find the volume of a small piece of granite?
Answer: graduated cylinder
Hypothesis: a graduated cylinder can be used to measure volume of a piece of granite
Supporting facts: sent1: a piece of granite is a kind of object sent2: a graduated cylinder is used to measure volume of an object
Reasoning: [BECAUSE] a piece of granite is a kind of object [AND] a graduated cylinder is used to measure volume of an object [INFER] int1: a graduated cylinder can be used to measure volume of a piece of granite
Question: A student uses a hand lens to observe which of these objects?
Answer: an insect
Hypothesis: a hand lens can help seeing the insect by magnifying the insect
Supporting facts: sent1: an insect usually has a small size sent2: magnifying glass is used to see small things by making objects appear bigger sent3: a hand lens is a kind of magnifying glass
Reasoning: [BECAUSE] an insect usually has a small size [AND] magnifying glass is used to see small things by making objects appear bigger [INFER] int1: magnifying glass can be used to see an insect by making it appear bigger [BECAUSE] int1 [AND] a hand lens is a kind of magnifying glass [INFER] int2: a hand lens can help seeing the insect by magnifying the insect
Question: A student is growing some plants for an experiment. She notices small white spots on the leaves. Which tool should she use to get a better look at the spots?
Answer: hand lens
Hypothesis: a hand lens can be used to see a leaf by magnification
Supporting facts: sent1: a leaf is small in size sent2: a hand lens is a kind of magnifying glass sent3: magnifying glass is used to see small things by making objects appear bigger
Reasoning: [BECAUSE] a leaf is small in size [AND] magnifying glass is used to see small things by making objects appear bigger [INFER] int1: magnifying glass can be used to see a leaf by making it appear bigger [BECAUSE] int1 [AND] a hand lens is a kind of magnifying glass [INFER] int2: a hand lens can be used to see a leaf by magnification
Question: Henry and Emily are building a tree house. Which tool should be used to measure the height of the door?
Answer: meter stick
Hypothesis: a meter stick can be used to measure the height of the door
Supporting facts: sent1: a door is a kind of object sent2: height is a measure of length from the top of an object to the bottom of an object sent3: a meter stick is a kind of tool for measuring length
Reasoning: [BECAUSE] a door is a kind of object [AND] height is a measure of length from the top of an object to the bottom of an object [INFER] int1: the height of a door is a measure of length from the top of the door to the bottom of the door [BECAUSE] int1 [AND] a meter stick is a kind of tool for measuring length [INFER] int2: a meter stick can be used to measure the height of the door
Question: Which metric unit is used to describe an object's length?
Answer: centimeter (cm)
Hypothesis: centimeter is a metric unit used to describe the length of an object
Supporting facts: sent1: centimeters cm are a metric unit used for measuring length sent2: a centimeter is used for measuring short lengths / short distances sent3: measuring is used for describing an object
Reasoning: [BECAUSE] centimeters cm are a metric unit used for measuring length [AND] a centimeter is used for measuring short lengths / short distances [INFER] int1: centimeter is a metric unit used to measure the length [BECAUSE] int1 [AND] measuring is used for describing an object [INFER] int2: centimeter is a metric unit used to describe the length of an object
Question: A student is measuring the distance a car travels down a ramp using yards. Which measurement is most similar in length when using the metric system of measurement?
Answer: meter
Hypothesis: meter is the metric unit that is the most similar to yard
Supporting facts: sent1: yard is an imperial unit used for measuring length sent2: meters m are a metric / si unit used for measuring length sent3: 1 yard equals to 09 meter
Reasoning: [BECAUSE] yard is an imperial unit used for measuring length [AND] meters m are a metric / si unit used for measuring length [INFER] int1: yard and meter are both unit used for measuring length [BECAUSE] int1 [AND] 1 yard equals to 09 meter [INFER] int2: meter is the metric unit that is the most similar to yard
Question: A student combined rice cereal with melted marshmallows. Which best describes what the student made?
Answer: a mixture
Hypothesis: the student made a mixture by combining two substances together
Supporting facts: sent1: a mixture is made of two or more substances combined together sent2: rice cereal is a kind of substance sent3: a student combined rice cereal and marshmallows together sent4: melted marshmallow is a kind of substance
Reasoning: [BECAUSE] rice cereal is a kind of substance [AND] melted marshmallow is a kind of substance [INFER] int1: rice cereal and marshmallows are two substances [BECAUSE] int1 [AND] a student combined rice cereal and marshmallows together [INFER] int2: a student combined two substances together [BECAUSE] int2 [AND] a mixture is made of two or more substances combined together [INFER] int3: the student made a mixture by combining two substances together
Question: Which of these is a mixture?
Answer: salt water
Hypothesis: salt water is a kind of mixture
Supporting facts: sent1: dissolving is an example of two substances being combined physically sent2: water is a kind of substance sent3: a solution is formed by one substance being dissolved in another substance sent4: salt dissolves in water when they are combined sent5: an mixture is formed by two or more substances combined together physically sent6: salt is a kind of pure substance
Reasoning: [BECAUSE] water is a kind of substance [AND] salt is a kind of pure substance [INFER] int1: salt and water are two substances [BECAUSE] int1 [AND] salt dissolves in water when they are combined [INFER] int2: salt dissolving in water is an example of one substance being dissolved in another substance [BECAUSE] int2 [AND] a solution is formed by one substance being dissolved in another substance [INFER] int3: salt dissolving in water will form a salt water solution [BECAUSE] int3 [AND] dissolving is an example of two substances being combined physically [INFER] int4: salt dissolving in water is an example of two substances being combined physically [BECAUSE] int4 [AND] an mixture is formed by two or more substances combined together physically [INFER] int5: salt water is a kind of mixture
Question: Sterling silver is a combination of silver and copper. Which of the following is also a combination of two or more metals?
Answer: brass.
Hypothesis: brass is a kind of alloy
Supporting facts: sent1: brass is made of copper and zinc sent2: zinc is a kind of metal sent3: an alloy is made of two or more metals sent4: copper is a kind of metal
Reasoning: [BECAUSE] zinc is a kind of metal [AND] copper is a kind of metal [INFER] int1: copper and zinc are two metals [BECAUSE] int1 [AND] brass is made of copper and zinc [INFER] int2: brass is made of two metals [BECAUSE] int2 [AND] an alloy is made of two or more metals [INFER] int3: brass is a kind of alloy
Question: Solids that are combined together and maintain their physical properties are best labeled as a
Answer: mixture.
Hypothesis: different solids that are combined will become a mixture
Supporting facts: sent1: different solids are combined physically sent2: an mixture is formed by two or more substances combined together physically sent3: if solids are combined physically , then the physical properties of the solids will stay the same
Reasoning: [BECAUSE] different solids are combined physically [AND] if solids are combined physically , then the physical properties of the solids will stay the same [INFER] int1: different solids will have the same physical properties [BECAUSE] int1 [AND] an mixture is formed by two or more substances combined together physically [INFER] int2: different solids that are combined will become a mixture
Question: What happens when oil is placed in water?
Answer: The oil floats on top of the water.
Hypothesis: oil will float on water
Supporting facts: sent1: water is more dense than oil sent2: less dense liquids float on liquids that are more dense
Reasoning: [BECAUSE] water is more dense than oil [AND] less dense liquids float on liquids that are more dense [INFER] int1: oil will float on water
Question: A student has two solid samples of the same substance. Which property do the substances most likely have in common?
Answer: density
Hypothesis: two samples will have the same density
Supporting facts: sent1: density is an intensive property of substance sent2: two samples are the same substance sent3: the intensive properties of a substance will stay the same
Reasoning: [BECAUSE] two samples are the same substance [AND] the intensive properties of a substance will stay the same [INFER] int1: the intensive properties of two samples are the same [BECAUSE] int1 [AND] density is an intensive property of substance [INFER] int2: two samples will have the same density
Question: Some materials are electrical conductors. Which material best conducts electricity?
Answer: copper
Hypothesis: copper is a material that is an electrical conductor
Supporting facts: sent1: copper is a kind of metal sent2: metal is a kind of material sent3: metal is an electrical / electrical energy conductor
Reasoning: [BECAUSE] copper is a kind of metal [AND] metal is an electrical / electrical energy conductor [INFER] int1: copper is an electrical conductor [BECAUSE] copper is a kind of metal [AND] metal is a kind of material [INFER] int2: copper is a kind of material [BECAUSE] int1 [AND] int2 [INFER] int3: copper is a material that is an electrical conductor
Question: Which of these dissolve in water?
Answer: Sugar cubes
Hypothesis: sugar cubes will dissolve in water when they are combined
Supporting facts: sent1: if something is soluble in something , then that something can be dissolved in something forming a solution sent2: sugar is soluble in water sent3: a sugar cube is made of sugar
Reasoning: [BECAUSE] if something is soluble in something , then that something can be dissolved in something forming a solution [AND] sugar is soluble in water [INFER] int1: sugar dissolves in water when they are combined [BECAUSE] int1 [AND] a sugar cube is made of sugar [INFER] int2: sugar cubes will dissolve in water when they are combined
Question: Students are studying some leaves. They group the leaves by shape. Which science process are the students using when they put the leaves in different groups?
Answer: classifying
Hypothesis: students are classifying the leaves by their properties
Supporting facts: sent1: a leaf is a kind of object sent2: students group leaves by shape sent3: classifying means grouping objects by their properties sent4: shape is a property of an object
Reasoning: [BECAUSE] a leaf is a kind of object [AND] shape is a property of an object [INFER] int1: shape is a property of a leaf [BECAUSE] int1 [AND] students group leaves by shape [INFER] int2: students are grouping leaves by their properties [BECAUSE] int2 [AND] classifying means grouping objects by their properties [INFER] int3: students are classifying the leaves by their properties
Question: Which statement is true for all objects?
Answer: All objects have mass.
Hypothesis: all objects have mass
Supporting facts: sent1: mass is a measure of the amount of matter in an object sent2: objects are made of matter
Reasoning: [BECAUSE] mass is a measure of the amount of matter in an object [AND] objects are made of matter [INFER] int1: all objects have mass
Question: Which of these describes water in a solid state?
Answer: Hail during a storm
Hypothesis: hail is water in solid ice
Supporting facts: sent1: hail is a kind of ice sent2: water is in the solid state , called ice
Reasoning: [BECAUSE] hail is a kind of ice [AND] water is in the solid state , called ice [INFER] int1: hail is water in solid ice
Question: What do ice, a rock, and a piece of aluminum have in common?
Answer: They are all solids.
Hypothesis: ice, a rock, and a piece of aluminum are all solids
Supporting facts: sent1: a rock is usually a solid sent2: aluminum is a kind of metal sent3: a metal is usually a solid at room temperature sent4: ice is a kind of solid
Reasoning: [BECAUSE] aluminum is a kind of metal [AND] a metal is usually a solid at room temperature [INFER] int1: aluminum is usually solid at room temperature [BECAUSE] int1 [AND] a rock is usually a solid [AND] ice is a kind of solid [INFER] int2: ice, a rock, and a piece of aluminum are all solids
Question: Which of these lists has only products that come from plants?
Answer: Paper, spices, and fibers
Hypothesis: paper, spices, and fibers are products of plants
Supporting facts: sent1: a tree is a kind of plant sent2: plants are a source of fibers sent3: trees are a source of paper sent4: plants are a source of spices
Reasoning: [BECAUSE] a tree is a kind of plant [AND] trees are a source of paper [INFER] int1: plant is a source of paper [BECAUSE] int1 [AND] plants are a source of fibers [AND] plants are a source of spices [INFER] int2: paper, spices, and fibers are products of plants
Question: Which type of scientist would study the relationship between simple machines and energy?
Answer: physicist
Hypothesis: a physicist is the scientist who study the relationship between simple machines and energy
Supporting facts: sent1: a physicist studies energy sent2: a relationship occurs when two or more things interact with one another sent3: a physicist is a kind of scientist sent4: a simple machine requires mechanical energy to function
Reasoning: [BECAUSE] a relationship occurs when two or more things interact with one another [AND] a simple machine requires mechanical energy to function [INFER] int1: a relationship exists between simple machines and energy [BECAUSE] int1 [AND] a physicist studies energy [INFER] int2: a physicist studies energy and its relationship to simple machines [BECAUSE] int2 [AND] a physicist is a kind of scientist [INFER] int3: a physicist is the scientist who study the relationship between simple machines and energy
Question: Which fact is a benefit of airplanes?
Answer: Airplanes can travel very quickly.
Hypothesis: an airplane can help people travel quickly
Supporting facts: sent1: moving fast is similar to travelling quickly sent2: a airplane is used for moving people / products across bodies of water / to far away places sent3: an airplane is fast in speed
Reasoning: [BECAUSE] a airplane is used for moving people / products across bodies of water / to far away places [AND] an airplane is fast in speed [INFER] int1: an airplane moves people fast [BECAUSE] int1 [AND] moving fast is similar to travelling quickly [INFER] int2: an airplane can help people travel quickly
Question: Which invention has technology that helps people keep food fresh for a long period of time?
Answer: refrigerator
Hypothesis: refrigerator is the invention that can keep food fresh for a long period of time
Supporting facts: sent1: a refrigerator is used for keeping food fresh for a long period of time sent2: the invention of the refrigerator with self-contained unit occurred in 1923
Reasoning: [BECAUSE] a refrigerator is used for keeping food fresh for a long period of time [AND] the invention of the refrigerator with self-contained unit occurred in 1923 [INFER] int1: refrigerator is the invention that can keep food fresh for a long period of time