ariesutiono/entailment-bank-v3 huggingface dataset:
Question: Which tool would be best to use for counting the number of legs on an ant?
Answer: hand lens
Hypothesis: a hand lens can be used to count the legs of an ant
Supporting facts: sent1: counting something usually requires seeing that something sent2: we need a tool to count the legs of an ant sent3: a hand lens is a kind of magnifying glass sent4: an insect usually has a small size sent5: seeing small things is difficult sent6: magnifying glass is used to see small things by making objects appear bigger sent7: an ant is a kind of insect
Reasoning: [BECAUSE] counting something usually requires seeing that something [AND] we need a tool to count the legs of an ant [INFER] int1: to count the legs of an ant requires seeing the ant [BECAUSE] an insect usually has a small size [AND] an ant is a kind of insect [INFER] int2: an ant is small in size [BECAUSE] int2 [AND] seeing small things is difficult [INFER] int3: seeing an ant is difficult because an ant is small in size [BECAUSE] int3 [AND] magnifying glass is used to see small things by making objects appear bigger [INFER] int4: magnifying glass can be used to see an ant by making it appear bigger [BECAUSE] int1 [AND] int4 [INFER] int5: magnifying glass can be used to count the legs of an ant by making the ant appear bigger [BECAUSE] int5 [AND] a hand lens is a kind of magnifying glass [INFER] int6: a hand lens can be used to count the legs of an ant
Question: Mrs. Gordon's class studies maple trees. Which property can the students measure with a meter stick?
Answer: the length of a branch
Hypothesis: a meter stick can be used to measure the length of a branch
Supporting facts: sent1: length is a measure of distance from one end of an object to the other end of that object sent2: a branch is a kind of object sent3: a meter stick can be used to measure the length
Reasoning: [BECAUSE] length is a measure of distance from one end of an object to the other end of that object [AND] a branch is a kind of object [INFER] int1: the length of a branch is a measure of distance from one end of the branch to the other end [BECAUSE] int1 [AND] a meter stick can be used to measure the length [INFER] int2: a meter stick can be used to measure the length of a branch
Question: Which tool is used to measure the diameter of a dime?
Answer: ruler
Hypothesis: a ruler can be used to measure the diameter of a dime
Supporting facts: sent1: a ruler is a kind of tool for measuring length sent2: a dime is circle in shape sent3: diameter is a measure of length through the center of a circle
Reasoning: [BECAUSE] a dime is circle in shape [AND] diameter is a measure of length through the center of a circle [INFER] int1: the diameter of a dime is a measure of length through the center of the dime [BECAUSE] int1 [AND] a ruler is a kind of tool for measuring length [INFER] int2: a ruler can be used to measure the diameter of a dime
Question: Which tool would be best to measure the length of a butterfly?
Answer: metric ruler
Hypothesis: a metric ruler can be used to measure the length of a butterfly
Supporting facts: sent1: a ruler is used for measuring the length of an object sent2: a metric ruler is a ruler with metric units sent3: a butterfly is a kind of object
Reasoning: [BECAUSE] a ruler is used for measuring the length of an object [AND] a butterfly is a kind of object [INFER] int1: a ruler can be used to measure the length of a butterfly [BECAUSE] int1 [AND] a metric ruler is a ruler with metric units [INFER] int2: a metric ruler can be used to measure the length of a butterfly
Question: Sally is making candy on the stove. She places a thermometer in the candy. What is she measuring?
Answer: temperature
Hypothesis: a thermometer is used to measure the temperature of the candy
Supporting facts: sent1: food is a kind of substance sent2: a thermometer is used to measure temperature of substance sent3: candy is a kind of food
Reasoning: [BECAUSE] food is a kind of substance [AND] candy is a kind of food [INFER] int1: candy is a kind of substance [BECAUSE] int1 [AND] a thermometer is used to measure temperature of substance [INFER] int2: a thermometer is used to measure the temperature of the candy
Question: A student wants to cut a piece of string for a class activity. The length of the string is measured BEST in which units?
Answer: Centimeters
Hypothesis: centimeter is a better unit to measure the length of the string
Supporting facts: sent1: centimeter is usually used to measure short length sent2: a string is short in length
Reasoning: [BECAUSE] centimeter is usually used to measure short length [AND] a string is short in length [INFER] int1: centimeter is a better unit to measure the length of the string
Question: Which unit of measurement can be used to describe the length of a desk?
Answer: centimeters
Hypothesis: centimeter can be used to describe the length of a desk
Supporting facts: sent1: a desk is usually short in length sent2: measuring is used for describing an object sent3: centimeter is usually used to measure short length
Reasoning: [BECAUSE] a desk is usually short in length [AND] centimeter is usually used to measure short length [INFER] int1: centimeter can be used to measure the length of a desk [BECAUSE] int1 [AND] measuring is used for describing an object [INFER] int2: centimeter can be used to describe the length of a desk
Question: Which unit can be used to describe an object's length?
Answer: meters
Hypothesis: meter is a unit used to describe the length of an object
Supporting facts: sent1: meters m are a metric / si unit used for measuring length sent2: measuring is used for describing an object
Reasoning: [BECAUSE] meters m are a metric / si unit used for measuring length [AND] measuring is used for describing an object [INFER] int1: meter is a unit used to describe the length of an object
Question: Which unit of measurement describes an object's length?
Answer: meter
Hypothesis: meter is a unit used to describe the length of an object
Supporting facts: sent1: meters m are a metric / si unit used for measuring length sent2: measuring is used for describing an object
Reasoning: [BECAUSE] meters m are a metric / si unit used for measuring length [AND] measuring is used for describing an object [INFER] int1: meter is a unit used to describe the length of an object
Question: Which SI unit would be most appropriate for recording the length of a typical classroom?
Answer: meter
Hypothesis: meter is the si unit that can be used to measure a classroom
Supporting facts: sent1: meters m are a metric / si unit used for measuring length sent2: a classroom is usually measured in meter
Reasoning: [BECAUSE] meters m are a metric / si unit used for measuring length [AND] a classroom is usually measured in meter [INFER] int1: meter is the si unit that can be used to measure a classroom
Question: Which measurement represents the mass of an object?
Answer: 35 grams
Hypothesis: 35 gram is the mass of that object
Supporting facts: sent1: an object is 35 gram sent2: grams g are a metric unit used for measuring mass
Reasoning: [BECAUSE] an object is 35 gram [AND] grams g are a metric unit used for measuring mass [INFER] int1: 35 gram is the mass of that object
Question: Stacey picks apples and puts them in a basket. When she puts her basket on a scale, the scale reads two kilograms (kg). What property is Stacey measuring?
Answer: weight
Hypothesis: the person is measuring the weight of the basket
Supporting facts: sent1: kilograms kg are a metric / si unit used for measuring weight sent2: a person puts a basket on a scale sent3: the scale reads 2 kilograms for the basket
Reasoning: [BECAUSE] a person puts a basket on a scale [AND] the scale reads 2 kilograms for the basket [INFER] int1: a person puts a basket on a scale and the scale reads 2 kilograms [BECAUSE] int1 [AND] kilograms kg are a metric / si unit used for measuring weight [INFER] int2: the person is measuring the weight of the basket
Question: Garrett collected some large rocks from a stream near his home. He measured the rocks on a balance. When he records the mass of the rocks, which units should Garrett use?
Answer: kilograms
Hypothesis: kilogram can be used to measure the large rock
Supporting facts: sent1: a large rock is usually heavy in weight sent2: kilogram is usually used to measure heavy objects
Reasoning: [BECAUSE] a large rock is usually heavy in weight [AND] kilogram is usually used to measure heavy objects [INFER] int1: kilogram can be used to measure the large rock
Question: According to a pH scale, which pH would be the strongest acid?
Answer: 3
Hypothesis: an acid with a ph of 3 is a strong acid
Supporting facts: sent1: the lower the ph level of a substance, the stronger acid the substance is sent2: acid is 0 to 6 in ph level which makes it acidic
Reasoning: [BECAUSE] the lower the ph level of a substance, the stronger acid the substance is [AND] acid is 0 to 6 in ph level which makes it acidic [INFER] int1: an acid with a ph of 3 is a strong acid
Question: Angela wants to report daily weather conditions. In which unit should Angela record the air temperature?
Answer: degrees Celsius
Hypothesis: degrees celsius is used to record the air temperature
Supporting facts: sent1: air temperature is a kind of temperature sent2: degrees celsius is a unit for measuring temperature
Reasoning: [BECAUSE] air temperature is a kind of temperature [AND] degrees celsius is a unit for measuring temperature [INFER] int1: degrees celsius is used to record the air temperature
Question: Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?
Answer: seconds
Hypothesis: seconds should be used to measure the time of a toy car rolling down a hill
Supporting facts: sent1: seconds is used to meausre a short amount of time sent2: a toy car rolling down a hill is a short process
Reasoning: [BECAUSE] seconds is used to meausre a short amount of time [AND] a toy car rolling down a hill is a short process [INFER] int1: seconds should be used to measure the time of a toy car rolling down a hill
Question: Which pair of English and metric units has most nearly the same value?
Answer: liter and quart
Hypothesis: the difference between liter and quart for measuring volume is small
Supporting facts: sent1: 1 liter is equal to 106 quarts sent2: liters l is a metric unit used for measuring volume sent3: quarts qt is a imperial unit used for measuring volume
Reasoning: [BECAUSE] liters l is a metric unit used for measuring volume [AND] quarts qt is a imperial unit used for measuring volume [INFER] int1: liter and quart are both unit used for measuring volume [BECAUSE] int1 [AND] 1 liter is equal to 106 quarts [INFER] int2: the difference between liter and quart for measuring volume is small
Question: Mark wants to make lemonade for his friends. He uses water, lemon juice, and sugar. Which of these best describes the lemonade?
Answer: a mixture
Hypothesis: lemonade is a kind of mixture
Supporting facts: sent1: sugar is a kind of pure substance sent2: water is a kind of substance sent3: lemonade is made of water, lemon juice, and sugar sent4: lemon juice is a kind of substance sent5: an mixture is formed by two or more substances combined together physically
Reasoning: [BECAUSE] sugar is a kind of pure substance [AND] water is a kind of substance [AND] lemon juice is a kind of substance [INFER] int1: water, lemon juice, sugar are three substances [BECAUSE] int1 [AND] lemonade is made of water, lemon juice, and sugar [INFER] int2: lemonade is made of at least three substances [BECAUSE] int2 [AND] an mixture is formed by two or more substances combined together physically [INFER] int3: lemonade is a kind of mixture
Question: Soda water is a liquid that has bubbles of carbon dioxide in it. Which term best describes soda water?
Answer: a mixture
Hypothesis: soda water is a kind of mixture
Supporting facts: sent1: a solution is formed by one substance being dissolved in another substance sent2: a solution is a mixture sent3: a carbonated beverage contains water and dissolved carbon dioxide sent4: soda water is a kind of carbonated beverage sent5: water is a kind of substance sent6: carbon dioxide is a kind of substance
Reasoning: [BECAUSE] a carbonated beverage contains water and dissolved carbon dioxide [AND] water is a kind of substance [AND] carbon dioxide is a kind of substance [INFER] int1: a carbonated beverage contains one substance dissolved in another substance [BECAUSE] int1 [AND] a solution is formed by one substance being dissolved in another substance [INFER] int2: a carbonated beverage is a kind of solution [BECAUSE] int2 [AND] a solution is a mixture [INFER] int3: carbonated beverage is a kind of mixture [BECAUSE] int3 [AND] soda water is a kind of carbonated beverage [INFER] int4: soda water is a kind of mixture
Question: Which metalloid is used in solar cells and computer chips?
Answer: silicon
Hypothesis: solar cells and computer chips are made of silicon
Supporting facts: sent1: computer chips often are made of silicon sent2: solar cells often are made of silicon
Reasoning: [BECAUSE] computer chips often are made of silicon [AND] solar cells often are made of silicon [INFER] int1: solar cells and computer chips are made of silicon
Question: What is made when sugar is dissolved in water?
Answer: a solution
Hypothesis: sugar dissolving in water will form a solution
Supporting facts: sent1: sugar is a kind of pure substance sent2: a solution is formed by one substance being dissolved in another substance sent3: water is a kind of substance sent4: sugar dissolves in water when they are combined
Reasoning: [BECAUSE] sugar is a kind of pure substance [AND] water is a kind of substance [AND] sugar dissolves in water when they are combined [INFER] int1: sugar dissolves in water is an example of one substance dissolving in another substance [BECAUSE] int1 [AND] a solution is formed by one substance being dissolved in another substance [INFER] int2: sugar dissolving in water will form a solution
Question: Which substance is a compound?
Answer: table salt
Hypothesis: sodium chloride is a kind of chemical compound
Supporting facts: sent1: chlorine is a kind of element sent2: a compound is made of two or more elements chemically combined sent3: a chemical compound is a kind of compound sent4: sodium is a kind of element sent5: sodium chloride is always made of chemically combined chlorine and sodium
Reasoning: [BECAUSE] a compound is made of two or more elements chemically combined [AND] a chemical compound is a kind of compound [INFER] int1: a chemical compound is made of two or more elements chemically combined [BECAUSE] chlorine is a kind of element [AND] sodium is a kind of element [INFER] int2: sodium and chlorine are two elements [BECAUSE] int2 [AND] sodium chloride is always made of chemically combined chlorine and sodium [INFER] int3: sodum chloride is made of two elements chemically combined [BECAUSE] int1 [AND] int3 [INFER] int4: sodium chloride is a kind of chemical compound
Question: Sugar is made up of many molecules. When sugar is dissolved in water, what happens to these molecules?
Answer: They exist in solution.
Hypothesis: sugar molecules exist in solution when it forms solution with water
Supporting facts: sent1: water is a kind of substance sent2: when one substance is dissolved in another substance then the molecules of that other substance exist in solution sent3: a solution is formed by one substance being dissolved in another substance sent4: sugar is a kind of pure substance sent5: sugar dissolves in water when they are combined
Reasoning: [BECAUSE] water is a kind of substance [AND] sugar is a kind of pure substance [AND] sugar dissolves in water when they are combined [INFER] int1: sugar dissolving in water is an example of one substance dissolving in another substance [BECAUSE] int1 [AND] a solution is formed by one substance being dissolved in another substance [INFER] int2: sugar will form a solution when it dissolves in water [BECAUSE] int2 [AND] when one substance is dissolved in another substance then the molecules of that other substance exist in solution [INFER] int3: sugar molecules exist in solution when it forms solution with water
Question: A mixture of powdered iron and sulfur is heated. What will be formed?
Answer: a compound
Hypothesis: iron sulfide is a compound
Supporting facts: sent1: a compound is made of two or more elements chemically combined sent2: iron is a kind of element sent3: sulfur is a kind of element sent4: iron sulfide can be formed by heating a mixture of powdered iron and sulfur sent5: iron sulfide is made of iron and sulfur
Reasoning: [BECAUSE] iron sulfide can be formed by heating a mixture of powdered iron and sulfur [AND] iron sulfide is made of iron and sulfur [INFER] int1: iron sulfide is made of a mixture of iron and sulfur being heated [BECAUSE] iron is a kind of element [AND] sulfur is a kind of element [INFER] int2: iron and sulfur are two elements [BECAUSE] int1 [AND] int2 [INFER] int3: iron sulfide is made of two elements [BECAUSE] int3 [AND] a compound is made of two or more elements chemically combined [INFER] int4: iron sulfide is a compound
Question: Which of these items contains only a solution?
Answer: a bottle of juice
Hypothesis: the bottle contains a solution
Supporting facts: sent1: juice is a kind of solution sent2: a bottle contains juice
Reasoning: [BECAUSE] juice is a kind of solution [AND] a bottle contains juice [INFER] int1: the bottle contains a solution
Question: Students stir salt, sand, sawdust, and seashells into a jar filled with water. Which of the materials will form a solution?
Answer: salt and water
Hypothesis: salt and water will form a solution
Supporting facts: sent1: the student mixed salt with water sent2: salt is soluble in water sent3: if something is soluble in something , then that something can be dissolved in something forming a solution
Reasoning: [BECAUSE] salt is soluble in water [AND] if something is soluble in something , then that something can be dissolved in something forming a solution [INFER] int1: salt will dissolve in water and form a solution [BECAUSE] int1 [AND] the student mixed salt with water [INFER] int2: salt and water will form a solution
Question: Phyllis investigated what happened when she added some different substances to water. Which substance can combine with water to form a solution?
Answer: sugar
Hypothesis: sugar will dissolve in water and form a solution
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
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 will dissolve in water and form a solution
Question: A student mixed salt and sugar. Which statement describes the physical properties of salt and sugar after they were mixed?
Answer: The sugar and the salt were unchanged.
Hypothesis: the physical properties of sugar and salt will stay the same
Supporting facts: sent1: a student mixed sugar and salt sent2: sugar is a kind of solid sent3: salt is a kind of solid sent4: if solids are combined physically , then the physical properties of the solids will stay the same
Reasoning: [BECAUSE] sugar is a kind of solid [AND] salt is a kind of solid [INFER] int1: sugar and salt are solids [BECAUSE] int1 [AND] if solids are combined physically , then the physical properties of the solids will stay the same [INFER] int2: if sugar and salt are combined physically, then the physical properties of the sugar and salt will stay the same [BECAUSE] int2 [AND] a student mixed sugar and salt [INFER] int3: the physical properties of sugar and salt will stay the same
Question: A powder made up of both white specks and black specks is likely to be
Answer: a mixture
Hypothesis: the powder is a mixture
Supporting facts: sent1: an mixture is formed by two or more substances combined together physically sent2: a speck is a kind of solid object sent3: a powder is made up of white specks and black specks sent4: color is a kind of physical / visual property
Reasoning: [BECAUSE] a speck is a kind of solid object [AND] color is a kind of physical / visual property [INFER] int1: specks of different colors are different substances [BECAUSE] int1 [AND] a powder is made up of white specks and black specks [INFER] int2: the powder is made up two different substances [BECAUSE] int2 [AND] an mixture is formed by two or more substances combined together physically [INFER] int3: the powder is a mixture
Question: Salt and pepper are placed together in a container. When the container is shaken, the salt and pepper become a
Answer: mixture.
Hypothesis: salt and pepper mixed together will form a mixture
Supporting facts: sent1: salt is a kind of pure substance sent2: salt and pepper are mixed in a container sent3: an mixture is formed by two or more substances combined together physically sent4: pepper is a kind of substance
Reasoning: [BECAUSE] salt is a kind of pure substance [AND] pepper is a kind of substance [INFER] int1: salt and pepper are two substances [BECAUSE] int1 [AND] salt and pepper are mixed in a container [INFER] int2: salt and pepper are two substances mixed in a container [BECAUSE] int2 [AND] an mixture is formed by two or more substances combined together physically [INFER] int3: salt and pepper mixed together will form a mixture
Question: A student adds sugar, spices, and salt to a bowl of peanuts and stirs them together. What has the student made?
Answer: a mixture
Hypothesis: a student made a mixture
Supporting facts: sent1: a student mixed peanut, sugar, spice, and salt togher in a bowl sent2: an mixture is formed by two or more substances combined together physically
Reasoning: [BECAUSE] a student mixed peanut, sugar, spice, and salt togher in a bowl [AND] an mixture is formed by two or more substances combined together physically [INFER] int1: a student made a mixture
Question: Which mixture contains ingredients that can be easily separated?
Answer: fruit salad
Hypothesis: fruit salad can be easily separated
Supporting facts: sent1: fruit salad often is made of fruit sent2: fruit is usually a solid sent3: a mixture of solids can be separated easily sent4: salad is a mixture sent5: fruit salad is a kind of salad
Reasoning: [BECAUSE] salad is a mixture [AND] fruit salad is a kind of salad [INFER] int1: fruit salad is a kind of mixture [BECAUSE] fruit salad often is made of fruit [AND] fruit is usually a solid [INFER] int2: fruit salad is made of solids [BECAUSE] int1 [AND] int2 [INFER] int3: fruit salad is a mixture of solids [BECAUSE] int3 [AND] a mixture of solids can be separated easily [INFER] int4: fruit salad can be easily separated
Question: What happens when oil and water are mixed?
Answer: The oil and water remain separate.
Hypothesis: oil will remain separated in water
Supporting facts: sent1: if something is insoluble in something , then they will remain separated sent2: oil is insoluble in water
Reasoning: [BECAUSE] if something is insoluble in something , then they will remain separated [AND] oil is insoluble in water [INFER] int1: oil will remain separated in water
Question: Which method could be used to separate a solution of table salt and water?
Answer: evaporation
Hypothesis: sugar will be separated from the solution
Supporting facts: sent1: sugar is the solute sent2: water is the solvent sent3: evaporation can be used to separate a solution by allowing the solvent to evaporate sent4: if the solvent evaporates, the solute will be separated from the solution
Reasoning: [BECAUSE] water is the solvent [AND] evaporation can be used to separate a solution by allowing the solvent to evaporate [INFER] int1: the solute water will evaporate from the solution [BECAUSE] int1 [AND] if the solvent evaporates, the solute will be separated from the solution [INFER] int2: the solute will be separated from the solution [BECAUSE] int2 [AND] sugar is the solute [INFER] int3: sugar will be separated from the solution