texts
listlengths 1
1
| images
images listlengths 1
1
|
|---|---|
[
{
"user": "Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nQuestion: Which continent is highlighted?\nOptions: (A) Antarctica (B) Asia (C) Australia (D) Europe",
"assistant": "Answer: This continent is Australia. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of California?\nOptions: (A) San Francisco (B) Knoxville (C) Sacramento (D) Salt Lake City",
"assistant": "Answer: Sacramento is the capital of California. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) attract (B) repel",
"assistant": "Answer: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the bird below.\nOptions: (A) American alligator (B) white stork",
"assistant": "Answer: An American alligator is a reptile. It has scaly, waterproof skin.\\nA white stork is a bird. It has feathers, two wings, and a beak. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of California?\nOptions: (A) Olympia (B) Sacramento (C) Salem (D) Helena",
"assistant": "Answer: Sacramento is the capital of California. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nQuestion: Which property do these three objects have in common?\nOptions: (A) sticky (B) opaque (C) transparent",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA sticky object can attach or stick to other things. None of the objects are sticky.\\nAn opaque object does not let light through. All three objects are opaque.\\nYou can see clearly through a transparent object. None of the objects are transparent.\\nThe property that all three objects have in common is opaque. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.\\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.\\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nQuestion: Which of these continents does the equator intersect?\nOptions: (A) South America (B) North America (C) Australia",
"assistant": "Answer: The equator is the line at 0° latitude. It intersects South America. It does not intersect North America or Australia. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What can Josie and Eve trade to each get what they want?\nOptions: (A) Eve can trade her broccoli for Josie's oranges. (B) Josie can trade her tomatoes for Eve's carrots. (C) Josie can trade her tomatoes for Eve's broccoli. (D) Eve can trade her almonds for Josie's tomatoes.",
"assistant": "Answer: Look at the table and images.\\nJosie wants broccoli. Eve wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nQuestion: In this experiment, which were part of a control group?\nOptions: (A) the plots with no fires (B) the plots with fires",
"assistant": "Answer: In this experiment, Dr. Christensen investigated whether burning plots of prairie affects which grasses grow. The plots with no fires were not burned. So, they were part of a control group. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same species as the garden hyacinth.\nOptions: (A) Hyacinthus orientalis (B) Ovis orientalis (C) Nerodia cyclopion",
"assistant": "Answer: A garden hyacinth's scientific name is Hyacinthus orientalis.\\nNerodia cyclopion does not have the same scientific name as a garden hyacinth. So, Hyacinthus orientalis and Nerodia cyclopion are not in the same species.\\nHyacinthus orientalis has the same scientific name as a garden hyacinth. So, these organisms are in the same species.\\nOvis orientalis does have the same species within its genus as a garden hyacinth, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Ken's test show?\nOptions: (A) whether an inexpensive filter would become clogged more often (B) the amount of bacteria in the water before it was filtered (C) whether the filter was clogged",
"assistant": "Answer: The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Delaware (B) New Jersey (C) New York (D) Iowa",
"assistant": "Answer: The colony is Delaware. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Massachusetts (B) North Carolina (C) New Jersey (D) Ohio",
"assistant": "Answer: The colony is North Carolina. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of yellow particles?\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same",
"assistant": "Answer: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of yellow particles per milliliter.\\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of green particles?\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A",
"assistant": "Answer: In Solution A and Solution B, the green particles represent the solute. To figure out which solution has a higher concentration of green particles, look at both the number of green particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of green particles per milliliter.\\nSolution B has more green particles per milliliter. So, Solution B has a higher concentration of green particles. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Rhode Island?\nOptions: (A) Providence (B) Albany (C) Newport (D) Augusta",
"assistant": "Answer: Providence is the capital of Rhode Island. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Kentucky?\nOptions: (A) Columbia (B) Frankfort (C) Bismarck (D) Denver",
"assistant": "Answer: Frankfort is the capital of Kentucky. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Maryland?\nOptions: (A) Montpelier (B) Baltimore (C) Boston (D) Annapolis",
"assistant": "Answer: Annapolis is the capital of Maryland. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nOptions: (A) sample B (B) neither; the samples have the same temperature (C) sample A",
"assistant": "Answer: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Every substance around you is made up of atoms. Atoms can link together to form molecules. The links between atoms in a molecule are called chemical bonds. Different molecules are made up of different chemical elements, or types of atoms, bonded together.\\nScientists use both ball-and-stick models and chemical formulas to represent molecules.\\nA ball-and-stick model of a molecule is shown below.\\nThe balls represent atoms. The sticks represent the chemical bonds between the atoms. Balls that are different colors represent atoms of different elements. The element that each color represents is shown in the legend.\\nEvery element has its own abbreviation, called its atomic symbol. Every chemical element is represented by its own symbol. For some elements, that symbol is one capital letter. For other elements, it is one capital letter followed by one lowercase letter. For example, the symbol for the element boron is B and the symbol for the element chlorine is Cl.\\nThe molecule shown above has one boron atom and three chlorine atoms. A chemical bond links each chlorine atom to the boron atom.\\nThe chemical formula for a substance contains the atomic symbol for each element in the substance. Many chemical formulas also contain subscripts. A subscript is small text placed lower than the normal line of text. Each subscript in a chemical formula is placed after the symbol for an element and tells you how many atoms of that element that symbol represents. If there is no subscript after a symbol, that symbol represents one atom.\\nSo, the chemical formula for a substance tells you which elements make up that substance. It also tells you the ratio of the atoms of those elements in the substance. For example, the chemical formula below tells you that there are three chlorine atoms for every one boron atom in the substance. This chemical formula represents the same substance as the ball-and-stick model shown above.\nQuestion: Select the chemical formula for this molecule.\nOptions: (A) H2F (B) H2F2 (C) HF (D) HF2",
"assistant": "Answer: H is the symbol for hydrogen. According to the legend, hydrogen atoms are shown in light gray. F is the symbol for fluorine. According to the legend, fluorine atoms are shown in light green. This ball-and-stick model shows a molecule with one hydrogen atom and one fluorine atom. The chemical formula will contain the symbols H and F. There is one hydrogen atom, so H will not have a subscript. There is one fluorine atom, so F will not have a subscript. The correct formula is HF. The diagram below shows how each part of the chemical formula matches with each part of the model above. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A food web is a model.\\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\\nArrows show how matter moves.\\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nQuestion: Which of the following organisms is the secondary consumer in this food web?\nOptions: (A) parasitic jaeger (B) snowy owl (C) brown lemming",
"assistant": "Answer: Secondary consumers eat primary consumers, and primary consumers eat producers. So, in a food web, secondary consumers have arrows pointing to them from primary consumers. Primary consumers have arrows pointing to them from producers.\\nThe snowy owl has an arrow pointing to it from the short-tailed weasel. The short-tailed weasel is not a primary consumer, so the snowy owl is not a secondary consumer.\\nThe parasitic jaeger has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the parasitic jaeger is a secondary consumer.\\nThe short-tailed weasel has an arrow pointing to it from the brown lemming. The brown lemming is a primary consumer, so the short-tailed weasel is a secondary consumer.\\nThe brown lemming has arrows pointing to it from the bilberry and the bear sedge. Neither the bilberry nor the bear sedge is a primary consumer, so the brown lemming is not a secondary consumer. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What can Ronald and Tammy trade to each get what they want?\nOptions: (A) Tammy can trade her broccoli for Ronald's oranges. (B) Tammy can trade her almonds for Ronald's tomatoes. (C) Ronald can trade his tomatoes for Tammy's carrots. (D) Ronald can trade his tomatoes for Tammy's broccoli.",
"assistant": "Answer: Look at the table and images.\\nRonald wants broccoli. Tammy wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Michigan?\nOptions: (A) Lansing (B) Lincoln (C) Columbia (D) Grand Rapids",
"assistant": "Answer: Lansing is the capital of Michigan. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nQuestion: Which property do these three objects have in common?\nOptions: (A) hard (B) soft (C) yellow",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA hard object does not change shape when pressed or squeezed. None of the objects are hard.\\nA soft object changes shape when pressed or squeezed. All three objects are soft.\\nYellow is a color.\\nThis color is yellow. None of the objects are yellow.\\nThe property that all three objects have in common is soft. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil\\nthe organisms that live there\nQuestion: Which statement describes the Kaeng Krachan National Park ecosystem?\nOptions: (A) It has soil that is rich in nutrients. (B) It has year-round rain and warm temperatures. (C) It has only a few types of organisms.",
"assistant": "Answer: A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Kaeng Krachan National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has year-round rain and warm temperatures. The following statements do not describe Kaeng Krachan National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has soil that is rich in nutrients. It has only a few types of organisms. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of New Mexico?\nOptions: (A) Cambridge (B) Salem (C) Santa Fe (D) Albuquerque",
"assistant": "Answer: Santa Fe is the capital of New Mexico. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) repel (B) attract",
"assistant": "Answer: To predict if these magnets will attract or repel, look at which poles are closest to each other.\\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Mississippi?\nOptions: (A) Jackson (B) Columbia (C) Charleston (D) Biloxi",
"assistant": "Answer: Jackson is the capital of Mississippi. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What can Brendan and Estelle trade to each get what they want?\nOptions: (A) Brendan can trade his tomatoes for Estelle's carrots. (B) Estelle can trade her broccoli for Brendan's oranges. (C) Estelle can trade her almonds for Brendan's tomatoes. (D) Brendan can trade his tomatoes for Estelle's broccoli.",
"assistant": "Answer: Look at the table and images.\\nBrendan wants broccoli. Estelle wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) repel (B) attract",
"assistant": "Answer: To predict if these magnets will attract or repel, look at which poles are closest to each other.\\nThe north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Vanuatu (B) Nauru (C) Kiribati (D) the Marshall Islands",
"assistant": "Answer: This country is Nauru. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 1.",
"assistant": "Answer: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Rhode Island?\nOptions: (A) Providence (B) Newport (C) Richmond (D) Boston",
"assistant": "Answer: Providence is the capital of Rhode Island. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Illinois?\nOptions: (A) Springfield (B) Saint Paul (C) Boise (D) Chicago",
"assistant": "Answer: Springfield is the capital of Illinois. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nQuestion: Which animal is also adapted for flight?\nOptions: (A) Cape vulture (B) African wild dog",
"assistant": "Answer: Look at the picture of the flamingo.\\nThe flamingo has large, powerful wings. It is adapted for flight. Long, powerful wings help the flamingo travel long distances by air.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe Cape vulture has large, powerful wings. It is adapted for flight.\\nThe African wild dog has long, powerful legs. It is not adapted for flight. The African wild dog uses its legs to walk and run. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A planet's volume tells you the size of the planet.\\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\nQuestion: Is the following statement about our solar system true or false?\nOf the four largest planets, three are made mainly of gas.\nOptions: (A) true (B) false",
"assistant": "Answer: The table tells you that the four largest planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter and Saturn are made mainly of gas. Uranus and Neptune are made mainly of ice. So, of the four largest planets, two are made mainly of gas. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) South Dakota (B) Texas (C) Illinois (D) Georgia",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Georgia is farthest east. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south.\\nHere are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S.\\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) repel (B) attract",
"assistant": "Answer: To predict if these magnets will attract or repel, look at which poles are closest to each other.\\nThe south pole of one magnet is closest to the north pole of the other magnet. Opposite poles attract. So, these magnets will attract each other. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of blue particles?\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B",
"assistant": "Answer: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of blue particles per milliliter.\\nSolution A and Solution B have the same number of blue particles per milliliter. So, their concentrations are the same. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Arianna's test show?\nOptions: (A) whether the new turbine could produce 10% more electricity (B) if the new turbine could turn easily (C) how much the new turbine would weigh",
"assistant": "Answer: The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of purple particles?\nOptions: (A) Solution A (B) Solution B (C) neither; their concentrations are the same",
"assistant": "Answer: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of purple particles per milliliter.\\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of North Carolina?\nOptions: (A) Baton Rouge (B) Charlotte (C) Nashville (D) Raleigh",
"assistant": "Answer: Raleigh is the capital of North Carolina. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nQuestion: Which month is the wettest on average in Cairo?\nOptions: (A) September (B) January (C) July",
"assistant": "Answer: To describe the average precipitation trends in Cairo, look at the graph.\\nChoice \"Jan\" is incorrect.\\nChoice \"Jul\" is incorrect.\\nChoice \"Sep\" is incorrect.\\nJanuary has an average monthly precipitation of about 15 millimeters. This is higher than in any other month. So, January is the wettest month on average. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Offspring phenotypes: dominant or recessive?\\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\\nA Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.\\nFor example, consider the Punnett square below.\\n | F | f\\nF | FF | Ff\\nf | Ff | ff\\nThere is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.\\n\nQuestion: What is the expected ratio of offspring with black fur to offspring with brown fur? Choose the most likely ratio.\nOptions: (A) 2:2 (B) 0:4 (C) 1:3 (D) 4:0 (E) 3:1",
"assistant": "Answer: To determine how many boxes in the Punnett square represent offspring with black fur or brown fur, consider whether each phenotype is the dominant or recessive allele's version of the fur color trait. The question tells you that the F allele, which is for black fur, is dominant over the f allele, which is for brown fur.\\nBlack fur is the dominant allele's version of the fur color trait. A rabbit with the dominant version of the fur color trait must have at least one dominant allele for the fur color gene. So, offspring with black fur must have the genotype FF or Ff.\\nAll 4 boxes in the Punnett square have the genotype FF or Ff.\\nBrown fur is the recessive allele's version of the fur color trait. A rabbit with the recessive version of the fur color trait must have only recessive alleles for the fur color gene. So, offspring with brown fur must have the genotype ff.\\nThere are 0 boxes in the Punnett square with the genotype ff.\\nSo, the expected ratio of offspring with black fur to offspring with brown fur is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black fur. This cross is expected to never produce offspring with brown fur. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of California?\nOptions: (A) Los Angeles (B) Salt Lake City (C) Sacramento (D) San Francisco",
"assistant": "Answer: Sacramento is the capital of California. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Properties are used to identify different substances. Minerals have the following properties:\\nIt is a solid.\\nIt is formed in nature.\\nIt is not made by organisms.\\nIt is a pure substance.\\nIt has a fixed crystal structure.\\nIf a substance has all five of these properties, then it is a mineral.\\nLook closely at the last three properties:\\nA mineral is not made by organisms.\\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\\nA mineral is a pure substance.\\nA pure substance is made of only one type of matter. All minerals are pure substances.\\nA mineral has a fixed crystal structure.\\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\\n\nQuestion: Is steel a mineral?\nOptions: (A) yes (B) no",
"assistant": "Answer: Steel does not have all the properties of a mineral. So, steel is not a mineral. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A change in an object's temperature indicates a change in the object's thermal energy:\\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nQuestion: During this time, thermal energy was transferred from () to ().\nOptions: (A) each bottle . . . the surroundings (B) the surroundings . . . each bottle",
"assistant": "Answer: The temperature of each bottle increased, which means that the thermal energy of each bottle increased. So, thermal energy was transferred from the surroundings to each bottle. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) South Dakota (B) Washington (C) California (D) Utah",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Dakota is farthest east. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.",
"assistant": "Answer: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest south?\nOptions: (A) North Carolina (B) Rhode Island (C) Utah (D) Minnesota",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. North Carolina is farthest south. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A material is a type of matter. Wood, glass, metal, and plastic are common materials.\nQuestion: Which material is this arrowhead made of?\nOptions: (A) wool (B) rock",
"assistant": "Answer: Look at the picture of the arrowhead.\\nThe arrowhead is made of rock.\\nMany arrowheads are made of obsidian. Obsidian is a type of rock. It is made when lava from a volcano cools quickly. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\\nThe shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.\nQuestion: Which animal's feet are also adapted to walk on snow and ice?\nOptions: (A) tokay gecko (B) polar bear",
"assistant": "Answer: Look at the picture of the snow leopard.\\nThe snow leopard has furry feet with large pads. Its feet are adapted to walk on snow and ice. The fur can help keep the snow leopard's feet warm. The large pads help spread its weight over a larger area. This allows it to walk on ice without slipping and to walk on snow without sinking in too deep.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe polar bear has furry feet with large pads. Its feet are adapted to walk on snow and ice.\\nThe tokay gecko has wide, sticky toes. Its feet are not adapted to walk on snow and ice. The tokay gecko uses its feet to climb trees and walk on leaves. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Judith's experiment can best answer.\nOptions: (A) Do the temperatures inside boxes depend on the sizes of the boxes? (B) Do the insides of white boxes get hotter than the insides of black boxes when the boxes are left in the sun?",
"assistant": "Answer: The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Iowa?\nOptions: (A) Cedar Rapids (B) Indianapolis (C) Lincoln (D) Des Moines",
"assistant": "Answer: Des Moines is the capital of Iowa. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\\nHow many cells do they have? | one | one | one or many | one or many | many | many\\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nQuestion: Can Daphnia pulex cells make their own food?\nOptions: (A) no (B) yes",
"assistant": "Answer: Daphnia pulex is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Cuba (B) The Bahamas (C) Barbados (D) Haiti",
"assistant": "Answer: This country is The Bahamas. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nQuestion: Which property do these three objects have in common?\nOptions: (A) fragile (B) blue (C) bouncy",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\\nBlue is a color.\\nThis color is blue. The spring and the basketball are not blue.\\nA bouncy object will bounce back from the floor if you drop it. All three objects are bouncy.\\nThe property that all three objects have in common is bouncy. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.",
"assistant": "Answer: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\\nSo, the strength of the magnetic force is the same in both pairs. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What can Maureen and Kendrick trade to each get what they want?\nOptions: (A) Kendrick can trade his broccoli for Maureen's oranges. (B) Kendrick can trade his almonds for Maureen's tomatoes. (C) Maureen can trade her tomatoes for Kendrick's broccoli. (D) Maureen can trade her tomatoes for Kendrick's carrots.",
"assistant": "Answer: Look at the table and images.\\nMaureen wants broccoli. Kendrick wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Rhode Island?\nOptions: (A) Trenton (B) Montpelier (C) Providence (D) Newport",
"assistant": "Answer: Providence is the capital of Rhode Island. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Australia (B) Papua New Guinea (C) Solomon Islands (D) Samoa",
"assistant": "Answer: This country is Australia.\\nIs Australia a country or a continent?\\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) The Bahamas (B) Haiti (C) Cuba (D) Dominica",
"assistant": "Answer: This country is Haiti.\\nDoes Haiti have any territorial disputes?\\nHaiti claims to own Navassa Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\\nNavassa Island is also claimed by the United States. The United States claimed the island in 1857 and has controlled it since then. But Haiti considers the island part of its territory and has protested the United States' claim since this time. No one lives on the island. Today, it is a nature preserve. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same species as the European nightjar.\nOptions: (A) Caprimulgus europaeus (B) Ardea alba (C) Caprimulgus macrurus",
"assistant": "Answer: A European nightjar's scientific name is Caprimulgus europaeus.\\nArdea alba does not have the same scientific name as a European nightjar. So, Caprimulgus europaeus and Ardea alba are not in the same species.\\nCaprimulgus europaeus has the same scientific name as a European nightjar. So, these organisms are in the same species.\\nCaprimulgus europaeus is in the same genus as Caprimulgus macrurus, but they are not in the same species.\\nOrganisms in the same species have the same scientific names. Caprimulgus europaeus and Caprimulgus macrurus are different species within the same genus. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nQuestion: Which property do these three objects have in common?\nOptions: (A) sticky (B) yellow (C) fuzzy",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA sticky object can attach or stick to other things. All three objects are sticky.\\nYellow is a color.\\nThis color is yellow. None of the objects are yellow.\\nA fuzzy object is covered in soft hair. The wet glue and the tape are not fuzzy.\\nThe property that all three objects have in common is sticky. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Oklahoma?\nOptions: (A) Tulsa (B) Des Moines (C) Oklahoma City (D) Montgomery",
"assistant": "Answer: Oklahoma City is the capital of Oklahoma. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Myra and Jenna's test show?\nOptions: (A) if a new batch of concrete was firm enough to use (B) if the concrete from each batch took the same amount of time to dry",
"assistant": "Answer: The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is smaller in Pair 2.",
"assistant": "Answer: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\\nDistance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\\nThere is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil\\nthe organisms that live there\nQuestion: Which better describes the Great Basin Desert ecosystem?\nOptions: (A) It has heavy snow. It also has soil that is frozen year-round. (B) It has long, cold winters. It also has a small amount of rain or snow.",
"assistant": "Answer: A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the Great Basin Desert has long, cold winters. It also has a small amount of rain or snow. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Dalton's test show?\nOptions: (A) how well the weather station would work when it was windy (B) if the weather station would work when the temperature was 50°C",
"assistant": "Answer: The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Why do stick insects look like sticks?\nOptions: (A) so they can hide on trees (B) so birds can find them more easily",
"assistant": "Answer: Look at the passage. It tells you why stick insects look like sticks.\\nStick insects are a tasty snack for birds and other animals. But these bugs have a tricky way to hide. They look like sticks! This makes them hard to spot in the trees where they live. They also don't move much. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Minnesota?\nOptions: (A) Topeka (B) Baton Rouge (C) Fargo (D) Saint Paul",
"assistant": "Answer: Saint Paul is the capital of Minnesota. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nOptions: (A) neither; the samples have the same temperature (B) sample A (C) sample B",
"assistant": "Answer: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) New Jersey (B) New York (C) New Hampshire (D) Pennsylvania",
"assistant": "Answer: The colony is Pennsylvania. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same species as the silver gull.\nOptions: (A) Larus michahellis (B) Chroicocephalus novaehollandiae (C) Strix nebulosa",
"assistant": "Answer: A silver gull's scientific name is Chroicocephalus novaehollandiae.\\nChroicocephalus novaehollandiae has the same scientific name as a silver gull. So, these organisms are in the same species.\\nStrix nebulosa does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Strix nebulosa are not in the same species.\\nLarus michahellis does not have the same scientific name as a silver gull. So, Chroicocephalus novaehollandiae and Larus michahellis are not in the same species. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest north?\nOptions: (A) Kansas (B) New Mexico (C) Kentucky (D) New Jersey",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New Jersey is farthest north. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Rhode Island (B) Illinois (C) Massachusetts (D) Ohio",
"assistant": "Answer: The colony is Rhode Island. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.",
"assistant": "Answer: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: When a scientist identifies a new organism, he or she chooses its scientific name.\\nSometimes, an organism is named after the place where it was first found. Other times, an organism is named after the scientist who first identified it. Or, the scientific name might describe the organism's physical traits.\\nMany of the words that make up scientific names are based on words from old languages, like Latin and classical Greek. Sometimes, English words are changed to make them sound more like Latin or Greek. The new words are then used in an organism's scientific name.\nQuestion: What is this lanternshark's scientific name?\nOptions: (A) Etmopterus benchleyi (B) Etmopterus decacuspidatus",
"assistant": "Answer: This organism's scientific name refers to Peter Benchley.\\nThe word benchleyi refers to Peter Benchley. So, this lanternshark's scientific name is Etmopterus benchleyi. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.\nQuestion: Which of the following could Devin's test show?\nOptions: (A) if the weather station would work when the temperature was 50°C (B) how well the weather station would work when it was windy",
"assistant": "Answer: The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 2.",
"assistant": "Answer: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\\nSo, the strength of the magnetic force is the same in both pairs. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) New Zealand (B) Vanuatu (C) Australia (D) Papua New Guinea",
"assistant": "Answer: This country is Australia.\\nIs Australia a country or a continent?\\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Mississippi?\nOptions: (A) Jackson (B) Harrisburg (C) Biloxi (D) Nashville",
"assistant": "Answer: Jackson is the capital of Mississippi. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Australia (B) Vanuatu (C) the Marshall Islands (D) Kiribati",
"assistant": "Answer: This country is Australia.\\nIs Australia a country or a continent?\\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nOptions: (A) neither; the samples have the same temperature (B) sample B (C) sample A",
"assistant": "Answer: Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.\\nBecause the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is weaker in Pair 1. (C) The magnetic force is weaker in Pair 2.",
"assistant": "Answer: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.\\nSo, the strength of the magnetic force is the same in both pairs. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Properties are used to identify different substances. Minerals have the following properties:\\nIt is a solid.\\nIt is formed in nature.\\nIt is not made by organisms.\\nIt is a pure substance.\\nIt has a fixed crystal structure.\\nIf a substance has all five of these properties, then it is a mineral.\\nLook closely at the last three properties:\\nA mineral is not made by organisms.\\nOrganisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.\\nHumans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.\\nA mineral is a pure substance.\\nA pure substance is made of only one type of matter. All minerals are pure substances.\\nA mineral has a fixed crystal structure.\\nThe crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.\\n\nQuestion: Is brass a mineral?\nOptions: (A) no (B) yes",
"assistant": "Answer: Brass does not have all the properties of a mineral. So, brass is not a mineral. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Abdul's experiment can best answer.\nOptions: (A) Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume? (B) Do steel nails take fewer days to rust in water compared to vinegar?",
"assistant": "Answer: The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Every living thing needs food to stay alive. Living things get their food in different ways. A food chain shows how living things in an ecosystem get their food.\\nProducers make their own food. Many producers use carbon dioxide, water, and sunlight to make sugar. This sugar is food for the producer.\\nConsumers eat other living things. Consumers cannot make their own food.\nQuestion: In this food chain, the diatom is a producer. Why?\nOptions: (A) It makes its own food. (B) It eats another living thing.",
"assistant": "Answer: In this food chain, the diatom is a producer because it makes its own food. The diatom uses carbon dioxide, water, and sunlight to make its own food. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil or water\\nthe organisms that live there\nQuestion: Which better describes the Shenandoah National Park ecosystem?\nOptions: (A) It has warm, wet summers. It also has only a few types of trees. (B) It has cold, wet winters. It also has soil that is poor in nutrients.",
"assistant": "Answer: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Shenandoah National Park has warm, wet summers. It also has only a few types of trees. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Iowa?\nOptions: (A) Des Moines (B) Cedar Rapids (C) Baltimore (D) Pierre",
"assistant": "Answer: Des Moines is the capital of Iowa. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) North Carolina (B) Maryland (C) South Carolina (D) Indiana",
"assistant": "Answer: The colony is North Carolina. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Illinois?\nOptions: (A) Dallas (B) Chicago (C) Springfield (D) Bismarck",
"assistant": "Answer: Springfield is the capital of Illinois. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of pink particles?\nOptions: (A) neither; their concentrations are the same (B) Solution B (C) Solution A",
"assistant": "Answer: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of pink particles per milliliter.\\nSolution A has more pink particles per milliliter. So, Solution A has a higher concentration of pink particles. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.\\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.\\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nQuestion: Which of these continents does the prime meridian intersect?\nOptions: (A) Asia (B) Europe (C) South America",
"assistant": "Answer: The prime meridian is the line at 0° longitude. It intersects Europe. It does not intersect South America or Asia. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is greater in Pair 1. (B) The magnitude of the magnetic force is the same in both pairs. (C) The magnitude of the magnetic force is greater in Pair 2.",
"assistant": "Answer: Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Colorado?\nOptions: (A) Denver (B) Billings (C) Santa Fe (D) Colorado Springs",
"assistant": "Answer: Denver is the capital of Colorado. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of blue particles?\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B",
"assistant": "Answer: In Solution A and Solution B, the blue particles represent the solute. To figure out which solution has a higher concentration of blue particles, look at both the number of blue particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of blue particles per milliliter.\\nSolution B has more blue particles per milliliter. So, Solution B has a higher concentration of blue particles. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nQuestion: Which ocean is highlighted?\nOptions: (A) the Indian Ocean (B) the Pacific Ocean (C) the Atlantic Ocean (D) the Southern Ocean",
"assistant": "Answer: This is the Atlantic Ocean. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nQuestion: Which property do these two objects have in common?\nOptions: (A) bouncy (B) sweet",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nSugar has a sweet taste. Both objects are sweet.\\nA bouncy object will bounce back from the floor if you drop it. The chocolate bar is not bouncy.\\nThe property that both objects have in common is sweet. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) attract (B) repel",
"assistant": "Answer: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\\nThe south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is B.",
"source": "scienceqa"
}
] |