ariesutiono/entailment-bank-v3 huggingface dataset:
Question: How are the particles in a block of iron affected when the block is melted?
Answer: The particles move more rapidly.
Hypothesis: the speed of particles in iron increases
Supporting facts: sent1: melting means a substance changes from a solid into a liquid by increasing heat energy sent2: as temperature increases , the speed of molecules will increase sent3: temperature is a measure of heat energy sent4: a solid is a kind of substance sent5: iron is a kind of solid
Reasoning: [BECAUSE] a solid is a kind of substance [AND] iron is a kind of solid [INFER] int1: iron is a kind of substance [BECAUSE] int1 [AND] melting means a substance changes from a solid into a liquid by increasing heat energy [INFER] int2: iron melting is when iron changes from a solic into a liquid by increasing heat energy [BECAUSE] int2 [AND] temperature is a measure of heat energy [INFER] int3: the temperature of iron is increased when iron is melting [BECAUSE] int3 [AND] as temperature increases , the speed of molecules will increase [INFER] int4: the speed of particles in iron increases
Question: One method used to speed up the rate of a chemical reaction is to
Answer: add a catalyst
Hypothesis: a catalyst is used to speed up the rate of a chemical reaction
Supporting facts: sent1: a catalyst is used to speed up the speed of a chemical reaction sent2: rate means speed
Reasoning: [BECAUSE] a catalyst is used to speed up the speed of a chemical reaction [AND] rate means speed [INFER] int1: a catalyst is used to speed up the rate of a chemical reaction
Question: When two nitrogen atoms combine, they form a
Answer: molecule.
Hypothesis: two nitrogen atoms combining will form a molecule
Supporting facts: sent1: two nitrogen atoms combine sent2: a molecule is made of atoms chemically combined / bonded
Reasoning: [BECAUSE] two nitrogen atoms combine [AND] a molecule is made of atoms chemically combined / bonded [INFER] int1: two nitrogen atoms combining will form a molecule
Question: Which gas could cause rust to form on a metal can?
Answer: Oxygen
Hypothesis: a metal can in contact with water and oxygen will rust
Supporting facts: sent1: metals in contact with water and oxygen will rust sent2: a metal can is made of metal
Reasoning: [BECAUSE] metals in contact with water and oxygen will rust [AND] a metal can is made of metal [INFER] int1: a metal can in contact with water and oxygen will rust
Question: Which describes a property of all elements?
Answer: All elements are pure substances.
Hypothesis: elements are pure substances
Supporting facts: sent1: a pure substance is made of only one kind of atom / molecule sent2: an element is made of one kind of atoms
Reasoning: [BECAUSE] a pure substance is made of only one kind of atom / molecule [AND] an element is made of one kind of atoms [INFER] int1: elements are pure substances
Question: Which of these elements is not likely to be found in an organic compound?
Answer: potassium
Hypothesis: potassium cannot be in organic compounds
Supporting facts: sent1: if something does not contain something else, then that something else cannot be found in that something sent2: organic compounds do not contain potassium
Reasoning: [BECAUSE] if something does not contain something else, then that something else cannot be found in that something [AND] organic compounds do not contain potassium [INFER] int1: potassium cannot be in organic compounds
Question: A sample of the element copper is divided into the smallest particles possible such that each particle is still copper. Each particle can best be described as
Answer: an atom.
Hypothesis: copper atoms are the smallest particles that are still copper
Supporting facts: sent1: copper is a kind of element sent2: the atom is the smallest unit / particle that has the properties of an element sent3: an element is made of one kind of atoms
Reasoning: [BECAUSE] copper is a kind of element [AND] an element is made of one kind of atoms [INFER] int1: copper is made of copper atoms [BECAUSE] int1 [AND] copper is a kind of element [AND] the atom is the smallest unit / particle that has the properties of an element [INFER] int2: copper atoms are the smallest particles that are still copper
Question: The order of the elements in the periodic table is determined by their
Answer: number of protons.
Hypothesis: the order of the elements in periodic table is determined by the proton number of elements
Supporting facts: sent1: atomic number is used to describe the proton number of an element sent2: the order of the elements in periodic table is determined by the atomic number of the elements
Reasoning: [BECAUSE] atomic number is used to describe the proton number of an element [AND] the order of the elements in periodic table is determined by the atomic number of the elements [INFER] int1: the order of the elements in periodic table is determined by the proton number of elements
Question: Sodium is a metal with one valence electron. Which of these elements has properties similar to sodium?
Answer: potassium
Hypothesis: potassiumn has similar properties to sodium
Supporting facts: sent1: sodium belong to alkali metals , group 1 on the periodic table sent2: elements in the same group on the periodic table of elements have similar properties sent3: potassium belongs to alkali metals , group 1 on the periodic table
Reasoning: [BECAUSE] sodium belong to alkali metals , group 1 on the periodic table [AND] elements in the same group on the periodic table of elements have similar properties [INFER] int1: elements in group 1 will have similar properties to sodium [BECAUSE] int1 [AND] potassium belongs to alkali metals , group 1 on the periodic table [INFER] int2: potassiumn has similar properties to sodium
Question: Which of these is a characteristic of the metal gold?
Answer: malleable
Hypothesis: gold is malleable
Supporting facts: sent1: gold is soft sent2: soft things are malleable
Reasoning: [BECAUSE] gold is soft [AND] soft things are malleable [INFER] int1: gold is malleable
Question: A student is given a sample of an unknown liquid to test in the laboratory. The student thinks that the liquid is water. Which of the following physical properties of the sample is most helpful to determine if the liquid is water?
Answer: boiling point of the liquid
Hypothesis: if a substance has a boiling point of 100c, then that substance is water
Supporting facts: sent1: water is a kind of substance sent2: the boiling point of water is 100c sent3: the properties of something can be used to identify that something sent4: a substances boiling point is a kind of physical property
Reasoning: [BECAUSE] the properties of something can be used to identify that something [AND] a substances boiling point is a kind of physical property [INFER] int1: a substance 's boiling point can be used to identify the substance [BECAUSE] int1 [AND] water is a kind of substance [INFER] int2: the boiling point of water can be used to identify water [BECAUSE] int2 [AND] water is a kind of substance [AND] the boiling point of water is 100c [INFER] int3: if a substance has a boiling point of 100c, then that substance is water
Question: At 10 A.M. the Sun is shining on a puddle of water on the road. At 2 P.M. the Sun is still shining and the puddle has disappeared. What happened to the water?
Answer: It evaporated.
Hypothesis: the puddles of water will evaporate
Supporting facts: sent1: temperature is a measure of heat energy sent2: evaporation means a substance changes from a liquid into a gas by increasing heat energy sent3: water is a kind of substance sent4: if something is outside during the day then that something will receive sunlight sent5: if something receives sunlight, it will increase in temperature sent6: puddles of water are outside during the day
Reasoning: [BECAUSE] if something is outside during the day then that something will receive sunlight [AND] puddles of water are outside during the day [INFER] int1: puddles of water will receive sunlight [BECAUSE] int1 [AND] if something receives sunlight, it will increase in temperature [INFER] int2: the puddles of water will increase in temperature [BECAUSE] int2 [AND] temperature is a measure of heat energy [INFER] int3: the puddles of water will increase in heat energy [BECAUSE] int3 [AND] evaporation means a substance changes from a liquid into a gas by increasing heat energy [AND] water is a kind of substance [INFER] int4: the puddles of water will evaporate
Question: When the motion of liquid water molecules slows, what most likely happens?
Answer: The liquid water forms a solid.
Hypothesis: the water will freeze and change from a liquid to a solid
Supporting facts: sent1: freezing means a substance changes from a liquid into a solid by decreasing heat energy sent2: water is a kind of substance sent3: the motion of liquid water molecules slows sent4: temperature is a measure of heat energy sent5: as the temperature of a substance decreases , the molecules in that substance will move slower / closer
Reasoning: [BECAUSE] water is a kind of substance [AND] as the temperature of a substance decreases , the molecules in that substance will move slower / closer [INFER] int1: as the temperature of water decreases, the molecules in water will move slower [BECAUSE] int1 [AND] the motion of liquid water molecules slows [INFER] int2: the temperature of water is decreasing [BECAUSE] int2 [AND] temperature is a measure of heat energy [INFER] int3: the heat energy of water is decreasing [BECAUSE] int3 [AND] freezing means a substance changes from a liquid into a solid by decreasing heat energy [AND] water is a kind of substance [INFER] int4: the water will freeze and change from a liquid to a solid
Question: As water starts to freeze, the molecules of water
Answer: decrease in speed.
Hypothesis: the molecules in water will move slower when the water is decreasing in temperature
Supporting facts: sent1: as the temperature of a substance decreases , the molecules in that substance will move slower / closer sent2: freezing means substance changes from a liquid into a solid by decreasing heat energy sent3: water starts to freeze sent4: water is a kind of substance sent5: temperature is a measure of heat energy
Reasoning: [BECAUSE] freezing means substance changes from a liquid into a solid by decreasing heat energy [AND] water starts to freeze [AND] water is a kind of substance [INFER] int1: water is decreasing in heat energy [BECAUSE] int1 [AND] temperature is a measure of heat energy [INFER] int2: water is decreasing in temperature [BECAUSE] int2 [AND] as the temperature of a substance decreases , the molecules in that substance will move slower / closer [INFER] int3: the molecules in water will move slower when the water is decreasing in temperature
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
Answer: melting
Hypothesis: the ice cube will melt and change from ice to water
Supporting facts: sent1: if something is in the sunlight then that something will absorb solar energy sent2: water is in the solid state , called ice sent3: the sun is the source of solar energy called sunlight sent4: water is in the liquid state, called water sent5: an ice cube is placed in the sunlight sent6: the ice cube will melt and change from solid to liquid by absorbing the solar energy sent7: absorbing sunlight causes objects to heat
Reasoning: [BECAUSE] if something is in the sunlight then that something will absorb solar energy [AND] an ice cube is placed in the sunlight [INFER] int1: the ice cube will absorb solar energy [BECAUSE] int1 [AND] the sun is the source of solar energy called sunlight [AND] absorbing sunlight causes objects to heat [INFER] int2: the ice cube will be heated by absorbing solar energy [BECAUSE] water is in the solid state , called ice [AND] water is in the liquid state, called water [AND] the ice cube will melt and change from solid to liquid by absorbing the solar energy [INFER] int3: the ice cube will melt and change from ice to water
Question: A student placed an ice cube on a plate in the sun. Ten minutes later, only water was on the plate. Which process caused the ice cube to change to water?
Answer: melting
Hypothesis: the ice cube will melt and change from ice to water
Supporting facts: sent1: water is in the solid state , called ice sent2: the ice cube will melt and change from solid to liquid by absorbing the solar energy sent3: the sun is the source of solar energy called sunlight sent4: if something is in the sunlight then that something will absorb solar energy sent5: absorbing sunlight causes objects to heat sent6: an ice cube is placed in the sunlight sent7: water is in the liquid state, called water
Reasoning: [BECAUSE] if something is in the sunlight then that something will absorb solar energy [AND] an ice cube is placed in the sunlight [INFER] int1: the ice cube will absorb solar energy [BECAUSE] int1 [AND] the sun is the source of solar energy called sunlight [AND] absorbing sunlight causes objects to heat [INFER] int2: the ice cube will be heated by absorbing solar energy [BECAUSE] water is in the solid state , called ice [AND] the ice cube will melt and change from solid to liquid by absorbing the solar energy [AND] water is in the liquid state, called water [INFER] int3: the ice cube will melt and change from ice to water
Question: Which statement best explains why ice cubes will melt in a glass of tea?
Answer: The ice cubes gain energy.
Hypothesis: increasing heat energy causes an ice cube to melt
Supporting facts: sent1: an ice cube is a kind of solid sent2: a solid is a kind of substance sent3: melting means a substance changes from a solid into a liquid by increasing heat energy
Reasoning: [BECAUSE] an ice cube is a kind of solid [AND] a solid is a kind of substance [INFER] int1: an ice cube is a kind of solid substance [BECAUSE] int1 [AND] melting means a substance changes from a solid into a liquid by increasing heat energy [INFER] int2: increasing heat energy causes an ice cube to melt
Question: A student left a bar of chocolate in the sun on a hot day. As the chocolate melted, which property changed?
Answer: its shape
Hypothesis: the shape of the chocolate changes when the chocolate melts
Supporting facts: sent1: chocolate is a kind of solid usually sent2: matter in the solid phase has definite shape sent3: melting means matter / a substance changes from a solid into a liquid by increasing heat energy sent4: matter in the liquid phase has variable shape sent5: chocolate melts in the sunlight sent6: chocolate is a kind of substance
Reasoning: [BECAUSE] chocolate is a kind of solid usually [AND] chocolate is a kind of substance [INFER] int1: chocolate is a kind of solid substance [BECAUSE] int1 [AND] matter in the solid phase has definite shape [INFER] int2: chocolate in solid state will have definite shape [BECAUSE] melting means matter / a substance changes from a solid into a liquid by increasing heat energy [AND] chocolate melts in the sunlight [INFER] int3: chocolate changes from a solid to a liquid when it melts [BECAUSE] int3 [AND] matter in the liquid phase has variable shape [INFER] int4: melted chocolate will have variable shape [BECAUSE] int2 [AND] int4 [INFER] int5: the shape of the chocolate changes when the chocolate melts
Question: At what temperature does a sample of water most rapidly become a gas?
Answer: boiling point
Hypothesis: water will change from a liquid to a gas when its heated above its boiling point
Supporting facts: sent1: water is a kind of liquid at room temperature sent2: boiling means a substance changes from a liquid into a gas by increasing heat energy sent3: a liquid is a kind of substance sent4: boiling is when liquids are heated above their boiling point
Reasoning: [BECAUSE] boiling means a substance changes from a liquid into a gas by increasing heat energy [AND] a liquid is a kind of substance [AND] boiling is when liquids are heated above their boiling point [INFER] int1: a liquid will change from a liquid to a gas when its heated above its boiling point [BECAUSE] int1 [AND] water is a kind of liquid at room temperature [INFER] int2: water will change from a liquid to a gas when its heated above its boiling point
Question: Which will increase the energy of motion of water molecules?
Answer: add heat
Hypothesis: water has to be heated to increase the motion of molecules in water
Supporting facts: sent1: as the temperature of a substance increases , the molecules in that substance will move faster / farther apart sent2: water is a kind of substance sent3: heat means temperature increases
Reasoning: [BECAUSE] as the temperature of a substance increases , the molecules in that substance will move faster / farther apart [AND] water is a kind of substance [INFER] int1: to increase the motion of molecules in water, the temperature of water has to be increased [BECAUSE] int1 [AND] heat means temperature increases [INFER] int2: water has to be heated to increase the motion of molecules in water
Question: One example of matter is
Answer: water
Hypothesis: water is made of matter
Supporting facts: sent1: water is a kind of object sent2: objects are made of matter
Reasoning: [BECAUSE] water is a kind of object [AND] objects are made of matter [INFER] int1: water is made of matter
Question: Salt water, plastic, and helium are all made of
Answer: atoms.
Hypothesis: salt water, plastic, and helium are all made of atoms
Supporting facts: sent1: salt water is a kind of substance sent2: matter / materials / substances are made of atoms / particles sent3: plastic is a kind of substance sent4: helium is a kind of substance
Reasoning: [BECAUSE] salt water is a kind of substance [AND] matter / materials / substances are made of atoms / particles [AND] plastic is a kind of substance [AND] helium is a kind of substance [INFER] int1: salt water, plastic, and helium are all made of atoms
Question: A student wants to compare the masses and volumes of three marbles. Which two instruments should be used?
Answer: Balance and graduated cylinder
Hypothesis: comparing the mass and volumes of different marbles requires using a balance and graduated cylinder for each marble
Supporting facts: sent1: a marble is a kind of object sent2: comparing a property of different objects requires measuring that property for each object sent3: mass is a property of objects sent4: a graduated cylinder can be used to measure the volume of objects sent5: volume is a property of objects sent6: a balance can be used to measure the mass of objects
Reasoning: [BECAUSE] comparing a property of different objects requires measuring that property for each object [AND] mass is a property of objects [INFER] int1: comparing the mass of different objects requires measuring the mass for each object [BECAUSE] int1 [AND] a balance can be used to measure the mass of objects [INFER] int2: comparing the mass of different objects requires using a balance for each object [BECAUSE] int2 [AND] a marble is a kind of object [INFER] int3: comparing the mass of different marbles requires using a balance for each marble [BECAUSE] comparing a property of different objects requires measuring that property for each object [AND] volume is a property of objects [INFER] int4: comparing the volume of different objects requires measuring the volume for each object [BECAUSE] int4 [AND] a graduated cylinder can be used to measure the volume of objects [INFER] int5: comparing the volume of different objects requires using a graduated cylinder for each object [BECAUSE] int5 [AND] a marble is a kind of object [INFER] int6: comparing the volume of different marbles requires using a graduated cylinder for each marble [BECAUSE] int3 [AND] int6 [INFER] int7: comparing the mass and volumes of different marbles requires using a balance and graduated cylinder for each marble
Question: Which tools are needed to measure the length and mass of a seashell?
Answer: a ruler and a balance
Hypothesis: a ruler and balance can be used to measure the length and mass of a seashell
Supporting facts: sent1: a balance is used for measuring the mass of an object sent2: a ruler is used for measuring the length of an object sent3: a seashell is a kind of object
Reasoning: [BECAUSE] a ruler is used for measuring the length of an object [AND] a seashell is a kind of object [INFER] int1: a ruler can be used for measuring the length of a seashell [BECAUSE] a balance is used for measuring the mass of an object [AND] a seashell is a kind of object [INFER] int2: a balance is used for measuring the mass of a seashell [BECAUSE] int1 [AND] int2 [INFER] int3: a ruler and balance can be used to measure the length and mass of a seashell
Question: A student conducts an experiment with potato slices and salt water. The student wants to determine if a higher concentration of salt will affect the amount of water a potato slice absorbs. Which tool would be best to compare the masses of the potato slices?
Answer: a balance
Hypothesis: comparing the mass of different potato slices requires using a balance for each potato slice
Supporting facts: sent1: a balance is used for measuring the mass of an object sent2: comparing a property of different objects requires measuring that property for each object sent3: mass is a property of objects sent4: a potato slice is a kind of object
Reasoning: [BECAUSE] comparing a property of different objects requires measuring that property for each object [AND] mass is a property of objects [INFER] int1: comparing the mass of different objects requires measuring the mass for each object [BECAUSE] int1 [AND] a balance is used for measuring the mass of an object [INFER] int2: comparing the mass of different objects requires using a balance for each object [BECAUSE] int2 [AND] a potato slice is a kind of object [INFER] int3: comparing the mass of different potato slices requires using a balance for each potato slice
Question: Which invention uses natural magnetism?
Answer: compass
Hypothesis: a compass is a kind of invention that uses natural magnetism
Supporting facts: sent1: a tool is a kind of invention sent2: a compass is a kind of tool sent3: natural magnetism is used for pointing north by a compass
Reasoning: [BECAUSE] a tool is a kind of invention [AND] a compass is a kind of tool [INFER] int1: a compass is a kind of invention [BECAUSE] int1 [AND] natural magnetism is used for pointing north by a compass [INFER] int2: a compass is a kind of invention that uses natural magnetism
Question: Which of these tools is used to measure the melting point of ice?
Answer: thermometer
Hypothesis: a thermometer can be used to measure the melting point of a substance
Supporting facts: sent1: a thermometer is used to measure temperature sent2: a melting point is a temperature
Reasoning: [BECAUSE] a thermometer is used to measure temperature [AND] a melting point is a temperature [INFER] int1: a thermometer can be used to measure the melting point of a substance
Question: The distance between Richmond and Norfolk is best measured in ___.
Answer: kilometers
Hypothesis: kilometer can be used to measure the distance between norfolk and richmond
Supporting facts: sent1: norfolk is a kind of town sent2: towns are usually kilometers away from each other sent3: richmond is a kind of town
Reasoning: [BECAUSE] norfolk is a kind of town [AND] richmond is a kind of town [INFER] int1: norfolk and richmond are two towns [BECAUSE] int1 [AND] towns are usually kilometers away from each other [INFER] int2: kilometer can be used to measure the distance between norfolk and richmond
Question: Which is the most appropriate SI unit to use for expressing the mass of an automobile?
Answer: kilogram
Hypothesis: kilogram can be used to measure the mass of an automobile
Supporting facts: sent1: an automobile is usually a heavy object sent2: a kilogram is a kind of unit for measuring mass sent3: kilogram is used to measure heavy objects
Reasoning: [BECAUSE] a kilogram is a kind of unit for measuring mass [AND] kilogram is used to measure heavy objects [INFER] int1: kilogram is used to measure the mass of heavy objects [BECAUSE] int1 [AND] an automobile is usually a heavy object [INFER] int2: kilogram can be used to measure the mass of an automobile