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"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) sticky (B) stretchy",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA stretchy object gets longer when you pull on it. Both objects are stretchy.\\nA sticky object can stick to other things. Neither of the objects are sticky.\\nThe property that both objects have in common is stretchy. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Virginia?\nOptions: (A) Dover (B) Richmond (C) Jefferson City (D) Jersey City",
"assistant": "Answer: Richmond is the capital of Virginia. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Nauru (B) Palau (C) Kiribati (D) the Federated States of Micronesia",
"assistant": "Answer: This country is Palau. 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.\\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"
}
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[
{
"user": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nQuestion: Which animal is also adapted to be camouflaged among green leaves?\nOptions: (A) shield mantis (B) black widow spider",
"assistant": "Answer: Look at the picture of the leaf insect.\\nThe leaf insect has a green leaf-shaped body. It is adapted to be camouflaged among green leaves. The word camouflage means to blend in.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe shield mantis has a green leaf-shaped body. It is adapted to be camouflaged among green leaves.\\nThe black widow spider has a red-and-black body. It is not adapted to be camouflaged among green leaves. The answer is A.",
"source": "scienceqa"
}
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[
{
"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 Cerrado ecosystem?\nOptions: (A) It has a small amount of rain. (B) It has soil that is poor in nutrients.",
"assistant": "Answer: A savanna grassland is a type of ecosystem. Savanna grasslands have the following features: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. So, the following statements describe the Cerrado ecosystem: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has warm summers and warm winters. It has soil that is poor in nutrients. The following statement does not describe the Cerrado: warm summers and warm winters, a rainy season and a dry season, and soil that is poor in nutrients. It has a small amount of rain. The answer is B.",
"source": "scienceqa"
}
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[
{
"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 for digging?\nOptions: (A) Weddell seal (B) six-banded armadillo",
"assistant": "Answer: Look at the picture of the Alpine marmot.\\nThe Alpine marmot has long, straight claws. Its feet are adapted for digging. The Alpine marmot uses its claws to break up soil and move it out of the way.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe six-banded armadillo has long, straight claws. Its feet are adapted for digging.\\nThe Weddell seal has small flippers for feet. Its feet are not adapted for digging. The Weddell seal uses its flippers to crawl and swim. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) North Carolina (B) Pennsylvania (C) Connecticut (D) Alabama",
"assistant": "Answer: The colony is North Carolina. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?\\nFirst, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.\\nAfter pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant.\nQuestion: Which statement is true about seeds?\nOptions: (A) A plant's flowers make seeds. (B) A plant's fruit makes seeds.",
"assistant": "Answer: Flowers make seeds. After a flower is pollinated, male cells from the pollen combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\\nThe fruit can grow around the seeds. But the fruit does not make seeds. Both the fruit and the seeds grow from parts of the flower. 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) yellow (B) flexible (C) shiny",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All three objects are shiny.\\nA flexible object can be folded or bent without breaking easily. The shield and the sapphire are not flexible.\\nYellow is a color.\\nThis color is yellow. The gold nugget is yellow, but the shield and the sapphire are not.\\nThe property that all three objects have in common is shiny. The answer is C.",
"source": "scienceqa"
}
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[
{
"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) attract (B) repel",
"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 A.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: Which of the following statements is true?\nOptions: (A) Eye color is an example of a gene. (B) Genes affect traits.",
"assistant": "Answer: Genes affect traits.\\nGenes contain information about inherited traits.\\nAll organisms have genes.\\nAll organisms have genes that contain information about their inherited traits.\\nEye color is an example of a gene.\\nAn organism's eye color is affected by its genes. But eye color is not a gene. Eye color is a trait, which is an observable characteristic of an organism.\\nGenes are passed down from parents to offspring.\\nWhen an organism reproduces, it passes copies of its genes to its offspring. This is how information about inherited traits is passed down. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Maryland?\nOptions: (A) Annapolis (B) Albany (C) Jersey City (D) Baltimore",
"assistant": "Answer: Annapolis is the capital of Maryland. The answer is A.",
"source": "scienceqa"
}
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[
{
"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 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.",
"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 1 than in Pair 2. So, the magnitude of the magnetic force is greater in Pair 1 than in Pair 2. The answer is B.",
"source": "scienceqa"
}
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[
{
"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) Michigan (B) South Carolina (C) Kentucky (D) Arizona",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. South Carolina is farthest east. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Alaska?\nOptions: (A) Helena (B) Olympia (C) Juneau (D) Dover",
"assistant": "Answer: Juneau is the capital of Alaska. 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. 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) flexible (B) hard (C) fragile",
"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. The stuffed rabbit and the leisure suit are not hard.\\nA flexible object can be folded or bent without breaking easily. All three objects are flexible.\\nA fragile object will break into pieces if you drop it. None of the objects are fragile.\\nThe property that all three objects have in common is flexible. The answer is A.",
"source": "scienceqa"
}
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[
{
"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) the surroundings . . . each salmon (B) each salmon . . . the surroundings",
"assistant": "Answer: The temperature of each salmon increased, which means that the thermal energy of each salmon increased. So, thermal energy was transferred from the surroundings to each salmon. The answer is A.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Fiji (B) Palau (C) the Federated States of Micronesia (D) Solomon Islands",
"assistant": "Answer: This country is Palau. 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) Oregon (B) Kansas (C) Montana (D) New Mexico",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Kansas is farthest east. The answer is B.",
"source": "scienceqa"
}
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[
{
"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"
}
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[
{
"user": "Lecture: Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?\\nConifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.\\nThe seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.\nQuestion: Complete the sentence.\nPollination is what happens when ().\nOptions: (A) pollen lands on a female cone (B) sperm fuses with an egg",
"assistant": "Answer: When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.\\nAfter a female cone is pollinated, its eggs can be fertilized. Fertilization is what happens when male cells from the pollen combine with eggs. The answer is A.",
"source": "scienceqa"
}
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[
{
"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 bighorn sheep.\nOptions: (A) Ovis canadensis (B) Alouatta palliata (C) Alouatta caraya",
"assistant": "Answer: A bighorn sheep's scientific name is Ovis canadensis.\\nAlouatta caraya does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta caraya are not in the same species.\\nOvis canadensis has the same scientific name as a bighorn sheep. So, these organisms are in the same species.\\nAlouatta palliata does not have the same scientific name as a bighorn sheep. So, Ovis canadensis and Alouatta palliata are not in the same species. The answer is A.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nQuestion: Does this passage describe the weather or the climate?\nOptions: (A) weather (B) climate",
"assistant": "Answer: Read the passage carefully.\\nAngkor Wat is an ancient city located in Cambodia. A light breeze was rustling the leaves in the trees there this morning.\\nThe underlined part of the passage tells you about the wind in Angkor Wat this morning. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\\nAfter they are pollinated, the flowers make seeds and fruit.\\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\\nThe seeds can grow into a new plant. Germination is when a seed begins to grow.\nQuestion: Which part of the apple tree do we usually eat?\nOptions: (A) the leaves (B) the root (C) the fruit",
"assistant": "Answer: The part of the apple tree we usually eat is the fruit. It contains the seeds. The answer is C.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Pennsylvania?\nOptions: (A) Philadelphia (B) Pittsburgh (C) Harrisburg (D) Albany",
"assistant": "Answer: Harrisburg is the capital of Pennsylvania. The answer is C.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\\nA row is a line of squares that goes from side to side. Rows are marked with letters.\\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nQuestion: Which i in column 1?\nOptions: (A) the fire department (B) the police department (C) the gas station (D) the school",
"assistant": "Answer: The gas station is in column 1. The answer is C.",
"source": "scienceqa"
}
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[
{
"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) sample A (C) neither; the samples have the same temperature",
"assistant": "Answer: Each particle in the two samples has the same mass, but the particles in sample B 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: 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) the surroundings . . . each greenhouse (B) each greenhouse . . . the surroundings",
"assistant": "Answer: The temperature of each greenhouse increased, which means that the thermal energy of each greenhouse increased. So, thermal energy was transferred from the surroundings to each greenhouse. The answer is A.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Kiribati (B) the Federated States of Micronesia (C) Tuvalu (D) Tonga",
"assistant": "Answer: This country is Tuvalu. The answer is C.",
"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?\nThe volume of Mercury is less than one-tenth of the volume of Earth.\nOptions: (A) false (B) true",
"assistant": "Answer: To determine if this statement is true, calculate the value of one-tenth the volume of Earth.\\nThen compare the result to the volume of Mercury. The volume of Mercury is 60 billion km^3, which is less than 109 billion km^3. So, the volume of Mercury is less than one-tenth of the volume of Earth. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Tennessee?\nOptions: (A) Nashville (B) Memphis (C) Birmingham (D) Richmond",
"assistant": "Answer: Nashville is the capital of Tennessee. The answer is A.",
"source": "scienceqa"
}
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[
{
"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 Lee's test show?\nOptions: (A) which design would have the least traffic noise in the concert area (B) if at least 20% of the park would be shaded by trees in each design (C) which design would have the greatest distance between the concert area and the road",
"assistant": "Answer: The answer is C.",
"source": "scienceqa"
}
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[
{
"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.\\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\\n | F | f\\nF | FF | Ff\\nf | Ff | ff\\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\nQuestion: What is the probability that a human produced by this cross will not have Thomsen disease?\nOptions: (A) 3/4 (B) 4/4 (C) 1/4 (D) 0/4 (E) 2/4",
"assistant": "Answer: 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. 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 smaller when the magnets are smaller.\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 smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.",
"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 smaller the magnets, the smaller the magnitude of the magnetic force between them.\\nMagnet A is the same size in both pairs. But Magnet B is smaller 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 A.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a shape of its own.\\nSome solids can be bent or broken easily. Others are hard to bend or break.\\nA glass cup is a solid. A sock is also a solid.\\nWhen matter is a liquid, it takes the shape of its container.\\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\\nJuice is a liquid. Honey is also a liquid.\nQuestion: Is milk a solid or a liquid?\nOptions: (A) a solid (B) a liquid",
"assistant": "Answer: Milk is a liquid. A liquid takes the shape of any container it is in.\\nIf you pour milk into a different container, the milk will take the shape of that container. But the milk will still take up the same amount of space. The answer is B.",
"source": "scienceqa"
}
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[
{
"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 Jackson Reef ecosystem?\nOptions: (A) It has salty water. It also has only a few types of organisms. (B) It has salty water. It also has many different types of organisms.",
"assistant": "Answer: A tropical coral reef is a type of ecosystem. Tropical coral reefs have the following features: shallow, salty water, bright sunlight, and many different types of organisms. So, Jackson Reef has salty water. It also has many different types of organisms. The answer is B.",
"source": "scienceqa"
}
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[
{
"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 oceans does the prime meridian intersect?\nOptions: (A) the Atlantic Ocean (B) the Pacific Ocean (C) the Indian Ocean",
"assistant": "Answer: The prime meridian is the line at 0° longitude. It intersects the Atlantic Ocean. It does not intersect the Pacific Ocean or the Indian Ocean. The answer is A.",
"source": "scienceqa"
}
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[
{
"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) Solution B (B) neither; their concentrations are the same (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"
}
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[
{
"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 genus as the Canada lynx.\nOptions: (A) Felis catus (B) Lontra canadensis (C) Lynx rufus",
"assistant": "Answer: A Canada lynx's scientific name is Lynx canadensis. The first word of its scientific name is Lynx.\\nLynx rufus is in the genus Lynx. The first word of its scientific name is Lynx. So, Lynx rufus and Lynx canadensis are in the same genus.\\nLontra canadensis and Lynx canadensis are not in the same genus.\\nThese organisms are not in the same genus, but part of their scientific names is the same. Lontra canadensis and Lynx canadensis have the same species name within their genus, canadensis. But the first words of their scientific names are different. Lontra canadensis is in the genus Lontra, and Lynx canadensis is in the genus Lynx.\\nFelis catus is in the genus Felis. The first word of its scientific name is Felis. So, Felis catus and Lynx canadensis are not in the same genus. The answer is C.",
"source": "scienceqa"
}
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[
{
"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 Peary Land ecosystem?\nOptions: (A) It has dry, thin soil that is rich in nutrients. (B) It has many evergreen trees. (C) It has long, cold winters and short, cold summers.",
"assistant": "Answer: A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the following statement describes the Peary Land ecosystem: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has long, cold winters and short, cold summers. The following statements do not describe Peary Land: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. It has dry, thin soil that is rich in nutrients. It has many evergreen trees. The answer is C.",
"source": "scienceqa"
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[
{
"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 for sticking to smooth surfaces?\nOptions: (A) American alligator (B) tiger-striped leaf frog",
"assistant": "Answer: Look at the picture of the Borneo eared frog.\\nThe Borneo eared frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces. The Borneo eared frog uses its toes to walk on the smooth surfaces of leaves without slipping.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe tiger-striped leaf frog has wide, sticky toes. Its feet are adapted for sticking to smooth surfaces.\\nThe American alligator has short toes with claws. Its feet are not adapted for sticking to smooth surfaces. The answer is B.",
"source": "scienceqa"
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[
{
"user": "Lecture: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show air temperatures.\\nThe map's legend tells you the temperature that each color represents. Colors on the left in the legend represent lower temperatures than colors on the right. For example, areas on the map that are the darkest shade of blue have a temperature from -25°C up to -20°C. Areas that are the next darkest shade of blue have a temperature from -20°C up to -15°C.\nQuestion: Which air temperature was measured within the outlined area shown?\nOptions: (A) 5°C (B) 27°C (C) 14°C",
"assistant": "Answer: Look at the colors shown within the outlined area. Then, use the legend to determine which air temperatures those colors represent.\\nThe legend tells you that this air mass contained air with temperatures between 25°C and 35°C.\\n27°C is within this range.\\n5°C and 14°C are outside of this range. The answer is B.",
"source": "scienceqa"
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[
{
"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 Pacific Ocean (B) the Arctic Ocean (C) the Atlantic Ocean (D) the Indian Ocean",
"assistant": "Answer: This is the Indian Ocean. The answer is D.",
"source": "scienceqa"
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[
{
"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 omnivore in this food web?\nOptions: (A) parasitic jaeger (B) bear sedge (C) grizzly bear",
"assistant": "Answer: Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\\nThe grizzly bear has an arrow pointing to it from the bilberry, which is a producer. The grizzly bear also has an arrow pointing to it from the barren-ground caribou, which is a consumer. The grizzly bear eats a producer and a consumer, so it is an omnivore.\\nThe bear sedge does not have any arrows pointing to it. So, the bear sedge is not an omnivore.\\nThe parasitic jaeger has only one arrow pointing to it. This arrow starts from the brown lemming, which is a consumer. So, the parasitic jaeger is a consumer but not an omnivore.\\nThe Arctic fox has an arrow pointing to it from the bilberry, which is a producer. The Arctic fox also has an arrow pointing to it from the brown lemming, which is a consumer. The Arctic fox eats a producer and a consumer, so it is an omnivore. The answer is C.",
"source": "scienceqa"
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[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Cuba (B) the Dominican Republic (C) Haiti (D) Dominica",
"assistant": "Answer: This country is the Dominican Republic.\\nWhy does the Dominican Republic share its island with another country?\\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is B.",
"source": "scienceqa"
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{
"user": "Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nQuestion: Complete the statement.\nChlorine is ().\nOptions: (A) a compound (B) an elementary substance",
"assistant": "Answer: Use the model to determine whether chlorine is an elementary substance or a compound.\\nStep 1: Interpret the model.\\nIn the ball-and-stick model shown above, both of the balls are the same color:\\n. The legend shows that green represents the chemical element with the atomic symbol Cl. So, the model shows you that a molecule of chlorine is composed of one chemical element.\\nStep 2: Determine whether the substance is an elementary substance or a compound.\\nYou know from Step 1 that chlorine is composed of only one chemical element. So, chlorine is an elementary substance. The answer is B.",
"source": "scienceqa"
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{
"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) Minnesota (B) Maine (C) Wyoming (D) Washington",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Wyoming is farthest south. The answer is C.",
"source": "scienceqa"
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{
"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 Hakim's test show?\nOptions: (A) if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour (B) how steady a parachute with a 1 m vent was at 200 km per hour (C) whether a parachute with a 1 m vent would swing too much at 400 km per hour",
"assistant": "Answer: The answer is B.",
"source": "scienceqa"
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{
"user": "Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nQuestion: Which is this organism's scientific name?\nOptions: (A) Ambystoma texanum (B) small-mouth salamander",
"assistant": "Answer: Ambystoma texanum is written in italics. The first word is capitalized, and the second word is not.\\nSo, Ambystoma texanum is the scientific name. The answer is A.",
"source": "scienceqa"
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{
"user": "Lecture: \nQuestion: What is the capital of South Dakota?\nOptions: (A) Pierre (B) Topeka (C) Boston (D) Rapid City",
"assistant": "Answer: Pierre is the capital of South Dakota. The answer is A.",
"source": "scienceqa"
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[
{
"user": "Lecture: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms 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 organisms. Consumers cannot make their own food.\nQuestion: In this food chain, the Arctic hare is a consumer. Why?\nOptions: (A) It makes its own food. (B) It eats another organism.",
"assistant": "Answer: In this food chain, the Arctic hare is a consumer because it eats another organism. The Arctic hare in this food chain eats the Arctic bell-heather. The answer is B.",
"source": "scienceqa"
}
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{
"user": "Lecture: \nQuestion: Which of these cities is marked on the map?\nOptions: (A) Houston (B) Boston (C) Washington, D.C. (D) Detroit",
"assistant": "Answer: The city is Boston, Massachusetts. Washington, D.C., Detroit, and Houston are marked with gray circles on the map below. The answer is B.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: A continent is one of the seven largest areas of land on earth.\nQuestion: Which continent is highlighted?\nOptions: (A) Australia (B) North America (C) Africa (D) South America",
"assistant": "Answer: This continent is South America. The answer is D.",
"source": "scienceqa"
}
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[
{
"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 mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.\nQuestion: Which animal's mouth is also adapted for gnawing?\nOptions: (A) raccoon (B) nutria",
"assistant": "Answer: Look at the picture of the marmot.\\nThe marmot has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the marmot break off pieces of food that it can swallow.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe nutria has large front teeth. Its mouth is adapted for gnawing.\\nThe raccoon does not have large front teeth. Its mouth is not adapted for gnawing. The answer is B.",
"source": "scienceqa"
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[
{
"user": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.\\nClassification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.\nQuestion: Select the mammal below.\nOptions: (A) green tree frog (B) cassowary (C) Canadian lynx (D) barn owl",
"assistant": "Answer: A barn owl is a bird. It has feathers, two wings, and a beak.\\nBarn owls live on every continent except Antarctica.\\nA cassowary is a bird. It has feathers, two wings, and a beak.\\nCassowaries have wings, but they cannot fly! They can run very fast.\\nA Canadian lynx is a mammal. It has fur and feeds its young milk.\\nCanadian lynx have padded feet to help them walk on snow.\\nA green tree frog is an amphibian. It has moist skin and begins its life in water.\\nThere are many kinds of tree frogs. Most tree frogs are very small. They can walk on thin branches. The answer is C.",
"source": "scienceqa"
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[
{
"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 genus as the gray heron.\nOptions: (A) Tigrisoma mexicanum (B) Ardea alba (C) Falco peregrinus",
"assistant": "Answer: A gray heron's scientific name is Ardea cinerea. The first word of its scientific name is Ardea.\\nFalco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Ardea cinerea are not in the same genus.\\nArdea alba is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea alba and Ardea cinerea are in the same genus.\\nTigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea cinerea are not in the same genus. The answer is B.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: Animals increase their reproductive success when they have offspring that survive to reproduce.\\nAnimals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.\\nAnimals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.\\nMany behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.\nQuestion: Why might grooming eggs increase the reproductive success of a female European earwig? Complete the claim below that answers this question and is best supported by the passage.\nGrooming eggs increases the chances that ().\nOptions: (A) the female will spend time near her offspring (B) the female will produce more eggs (C) the female's offspring will survive",
"assistant": "Answer: Look for the part of the passage that describes the effect of grooming eggs. Use this information to determine why this behavior can increase the reproductive success of the female European earwig.\\nChoice \"European earwigs are small insects that raise their offspring in cool, moist soil. After earwigs mate, females lay their eggs in underground nests. Females often groom, or clean, their eggs. The females lick their eggs and turn them over in the nest to groom them.\" is incorrect.\\nChoice \"When female earwigs groom eggs, the eggs hatch more often. This is because grooming helps to remove mold from the surface of the eggs. Mold often lives in the soil around the nest and can infect and kill the eggs.\" is incorrect.\\nChoice \"Choice \"Grooming eggs increases the chances that the female's offspring will survive.\" is incorrect.\" is correct.\\nChoice \"According to the underlined text, grooming eggs helps remove mold from the surface of the eggs. So, by grooming eggs, the female earwig decreases the chances that mold will infect and kill the eggs. This increases the chances that the female's offspring will survive, which can increase her reproductive success.\" is incorrect.\\nChoice \"Choice \"Grooming eggs increases the chances that the female will spend time near her offspring.\" is incorrect.\" is incorrect.\\nChoice \"To increase her reproductive success, the female earwig needs to have offspring that survive to reproduce. Spending time near her offspring does not directly increase the female's chances of producing offspring that survive to reproduce. So, spending time near her offspring is not why grooming eggs increases the female's reproductive success.\" is incorrect.\\nChoice \"Choice \"Grooming eggs increases the chances that the female will produce more eggs.\" is incorrect.\" is incorrect.\\nChoice \"Producing more eggs could increase the chances that the female earwig will have more surviving offspring. This could increase her reproductive success. But the passage does not discuss the chances that the female will produce more eggs. So, the passage does not support this claim.\" is incorrect. The answer is C.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) South Carolina (B) West Virginia (C) Virginia (D) Pennsylvania",
"assistant": "Answer: The colony is Virginia.\\nThe Virginia Colony included land that would later become part of the state of West Virginia. West Virginia was never its own colony. The answer is C.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: Every organism needs food to stay alive. Organisms get their food in different ways. A food chain shows how organisms in an ecosystem get their food.\\nThe food chain begins with the producer. A producer can change matter that is not food into food. Many producers use carbon dioxide, water, and sunlight to make sugar. Carbon dioxide and water are not food, but sugar is food for the producer.\\nConsumers eat other organisms. There can be several kinds of consumers in a food chain:\\nA primary consumer eats producers. The word primary tells you that this is the first consumer in a food chain.\\nA secondary consumer eats primary consumers. The word secondary tells you that this is the second consumer in a food chain.\\nA tertiary consumer eats secondary consumers. The word tertiary tells you that this is the third consumer in a food chain.\\nA top consumer is the animal at the top of a food chain. Food chains can have different numbers of organisms. For example, when there are four organisms in the chain, the top consumer is the tertiary consumer. But if there are five organisms in the chain, the top consumer eats the tertiary consumer!\nQuestion: In this food chain, the copepod is a primary consumer. Why?\nOptions: (A) It eats a primary consumer. (B) It eats a secondary consumer. (C) It eats a producer.",
"assistant": "Answer: In this food chain, the copepod is a primary consumer because it eats a producer. The producer in this food chain is the diatom. The answer is C.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: Igneous rock is formed when melted rock cools and hardens into solid rock. This type of change can occur at Earth's surface or below it.\\nSedimentary rock is formed when layers of sediment are pressed together, or compacted, to make rock. This type of change occurs below Earth's surface.\\nMetamorphic rock is formed when a rock is changed by very high temperature and pressure. This type of change often occurs deep below Earth's surface. Over time, the old rock becomes a new rock with different properties.\nQuestion: What type of rock is quartzite?\nOptions: (A) igneous (B) metamorphic (C) sedimentary",
"assistant": "Answer: Quartzite is a metamorphic rock. Like other metamorphic rocks, it forms when a rock is changed by high temperature and pressure.\\nHeat and pressure can change the type and arrangement of minerals in a rock. This change forms a new rock with different properties. Quartzite can form when sedimentary rocks such as sandstone are changed by heat and pressure. The answer is B.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Saint Vincent and the Grenadines (B) Barbados (C) Saint Lucia (D) Grenada",
"assistant": "Answer: This country is Saint Vincent and the Grenadines. The answer is A.",
"source": "scienceqa"
}
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[
{
"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 four objects have in common?\nOptions: (A) flexible (B) fragile (C) rough",
"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. The paper, the track suit, and the belt are not fragile.\\nA flexible object can be folded or bent without breaking easily. All four objects are flexible.\\nA rough object feels scratchy when you touch it. The paper and the melted marshmallow are not rough.\\nThe property that all four objects have in common is flexible. The answer is A.",
"source": "scienceqa"
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[
{
"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"
}
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[
{
"user": "Lecture: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals:\\nAppeals to ethos, or character, show that the writer or speaker is trustworthy or is an authority on a subject. An ad that appeals to ethos might do one of the following:\\nsay that a brand has been trusted for many years\\nnote that a brand is recommended by a respected organization or celebrity\\ninclude a quote from a \"real person\" who shares the audience's values\\nAppeals to logos, or reason, use logic and specific evidence. An ad that appeals to logos might do one of the following:\\nuse graphs or charts to display information\\nmention the results of scientific studies\\nexplain the science behind a product or service\\nAppeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following:\\ntrigger a fear, such as the fear of embarrassment\\nappeal to a desire, such as the desire to appear attractive\\nlink the product to a positive feeling, such as adventure, love, or luxury\nQuestion: Which is the main persuasive appeal used in this ad?\nOptions: (A) logos (reason) (B) ethos (character) (C) pathos (emotion)",
"assistant": "Answer: The ad appeals to logos, or reason. It uses a graph to display factual information. 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: 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 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 Jenny's test show?\nOptions: (A) how much the drone weighed with the blade guards (B) if adding the blade guards made the drone fly poorly (C) if the blade guards would break in a crash",
"assistant": "Answer: 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: 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: 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) Mojave rattlesnake (B) red-tailed hawk",
"assistant": "Answer: A Mojave rattlesnake is a reptile. It has scaly, waterproof skin.\\nA red-tailed hawk is a bird. It has feathers, two wings, and a beak. 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) Mississippi (B) California (C) Wyoming (D) Washington",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Mississippi is farthest east. 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 American kestrel.\nOptions: (A) Phoebastria nigripes (B) Falco sparverius (C) Ardea goliath",
"assistant": "Answer: An American kestrel's scientific name is Falco sparverius.\\nFalco sparverius has the same scientific name as an American kestrel. So, these organisms are in the same species.\\nArdea goliath does not have the same scientific name as an American kestrel. So, Falco sparverius and Ardea goliath are not in the same species.\\nPhoebastria nigripes does not have the same scientific name as an American kestrel. So, Falco sparverius and Phoebastria nigripes are not in the same species. 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. Grouping objects by their properties is called classification.\nQuestion: Which property do these four objects have in common?\nOptions: (A) shiny (B) rough (C) flexible",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA flexible object can be folded or bent without breaking easily. The shield is not flexible.\\nA shiny object reflects a lot of light. You can usually see your reflection in a shiny object. All four objects are shiny.\\nA rough object feels scratchy when you touch it. The sunglasses and the bracelet are not rough.\\nThe property that all four objects have in common is shiny. 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.\\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) blue (B) bouncy",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nBlue is a color.\\nThis color is blue. Neither of the objects are blue.\\nA bouncy object will bounce back from the floor if you drop it. Both objects are bouncy.\\nThe property that both objects have in common is bouncy. 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 straight ears to offspring with curled ears? Choose the most likely ratio.\nOptions: (A) 4:0 (B) 0:4 (C) 2:2 (D) 3:1 (E) 1:3",
"assistant": "Answer: To determine how many boxes in the Punnett square represent offspring with straight ears or curled ears, consider whether each phenotype is the dominant or recessive allele's version of the ear type trait. The question tells you that the e allele, which is for straight ears, is recessive to the E allele, which is for curled ears.\\nStraight ears is the recessive allele's version of the ear type trait. An American curl cat with the recessive version of the ear type trait must have only recessive alleles for the ear type gene. So, offspring with straight ears must have the genotype ee.\\nAll 4 boxes in the Punnett square have the genotype ee.\\nCurled ears is the dominant allele's version of the ear type trait. An American curl cat with the dominant version of the ear type trait must have at least one dominant allele for the ear type gene. So, offspring with curled ears must have the genotype EE or Ee.\\nThere are 0 boxes in the Punnett square with the genotype EE or Ee.\\nSo, the expected ratio of offspring with straight ears to offspring with curled ears is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with straight ears. This cross is expected to never produce offspring with curled ears. 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.\\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) scratchy (B) yellow",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nYellow is a color.\\nThis color is yellow. Both objects are yellow.\\nA scratchy object is rough and itchy against your skin. Neither of the objects are scratchy.\\nThe property that both objects have in common is yellow. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the capital of Nebraska?\nOptions: (A) Omaha (B) Saint Paul (C) Billings (D) Lincoln",
"assistant": "Answer: Lincoln is the capital of Nebraska. The answer is D.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) the Marshall Islands (B) Papua New Guinea (C) Palau (D) the Federated States of Micronesia",
"assistant": "Answer: This country is the Federated States of Micronesia. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Connecticut (B) Vermont (C) Illinois (D) New Hampshire",
"assistant": "Answer: The colony is New Hampshire.\\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: Minerals are the building blocks of rocks. A rock can be made of one or more minerals.\\nMinerals and rocks have the following properties:\\nProperty | Mineral | Rock\\nIt is a solid. | Yes | Yes\\nIt is formed in nature. | Yes | Yes\\nIt is not made by organisms. | Yes | Yes\\nIt is a pure substance. | Yes | No\\nIt has a fixed crystal structure. | Yes | No\\nYou can use these properties to tell whether a substance is a mineral, a rock, or neither.\\nLook closely at the last three properties:\\nMinerals and rocks are 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 or rocks.\\nHumans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.\\nA mineral is a pure substance, but a rock is not.\\nA pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.\\nA mineral has a fixed crystal structure, but a rock does not.\\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 and molecules in different pieces of the same type of mineral are always arranged the same way.\\nHowever, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!\nQuestion: Is obsidian a mineral or a rock?\nOptions: (A) mineral (B) rock",
"assistant": "Answer: The properties of obsidian match the properties of a rock. So, obsidian is a rock. The answer is B.",
"source": "scienceqa"
}
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[
{
"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) Texas (B) Washington (C) Nebraska (D) Florida",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Florida is farthest east. The answer is D.",
"source": "scienceqa"
}
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[
{
"user": "Lecture: \nQuestion: Based on the timeline, what can you infer about the new British war strategy beginning in 1778?\nOptions: (A) The British attempted to convince American soldiers to change sides. (B) The British tried to get support from the French. (C) The British tried to control the Southern Colonies. (D) The British put their most most distinguished war generals in charge.",
"assistant": "Answer: Look at the underlined places where significant battles took place from 1778 to 1781.\\nThe listed battles took place in South Carolina, Virginia, and other Southern Colonies. In 1778, the British began focusing on controlling the Southern Colonies.\\nBefore 1778, the British strategy had focused on the Middle Colonies and New England. The answer is C.",
"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) Florida (B) Virginia (C) Massachusetts (D) North Dakota",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Florida is farthest south. 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) Louisiana (B) South Dakota (C) Illinois (D) Massachusetts",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south. 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) rough (B) blue (C) bouncy",
"assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA rough object feels scratchy when you touch it. None of the objects are rough.\\nA bouncy object will bounce back from the floor if you drop it. The ceramic mug and the feather are not bouncy.\\nBlue is a color.\\nThis color is blue. All three objects are blue.\\nThe property that all three objects have in common is blue. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Vermont (B) Rhode Island (C) Kentucky (D) New Hampshire",
"assistant": "Answer: The colony is New Hampshire.\\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.",
"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) orca (B) sea otter (C) sea urchin (D) phytoplankton",
"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 phytoplankton does not have any arrows pointing to it. So, the phytoplankton is not a secondary consumer.\\nThe sea urchin has an arrow pointing to it from the kelp. The kelp is not a primary consumer. So, the sea urchin is not a secondary consumer.\\nThe sea otter has an arrow pointing to it from the sea urchin. The sea urchin is a primary consumer, so the sea otter is a secondary consumer.\\nThe orca has an arrow pointing to it from the sea otter. The sea otter is not a primary consumer. So, the orca is not a secondary consumer.\\nThe kelp bass has arrows pointing to it from the zooplankton and the plainfin midshipman. The zooplankton and the plainfin midshipman are primary consumers, so the kelp bass is a secondary consumer. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) the Federated States of Micronesia (B) the Marshall Islands (C) Tonga (D) Kiribati",
"assistant": "Answer: This country is the Marshall Islands.\\nDoes the Marshall Islands have any territorial disputes?\\nThe Marshall Islands claims to own Wake Island, which is a disputed territory. In other words, multiple countries or groups claim that the area rightfully belongs to them.\\nThe United States claimed Wake Island in 1899 and has controlled it since then. But the Marshall Islands considers the island part of its territory. It says that its people have traveled to the island to gather food and resources for many years. Today, the island is mainly used by the U.S. Air Force. The answer is B.",
"source": "scienceqa"
}
] | |
[
{
"user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Pennsylvania (B) Tennessee (C) North Carolina (D) Maine",
"assistant": "Answer: The colony is North Carolina. 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 green particles?\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same",
"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 A has more green particles per milliliter. So, Solution A has a higher concentration of green particles. The answer is B.",
"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 omnivore in this food web?\nOptions: (A) rotifer (B) golden algae (C) green algae",
"assistant": "Answer: Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer.\\nThe golden algae does not have any arrows pointing to it. So, the golden algae is not an omnivore.\\nThe copepod has an arrow pointing to it from the golden algae, which is a producer. The copepod also has an arrow pointing to it from the rotifer, which is a consumer. The copepod eats a producer and a consumer, so it is an omnivore.\\nThe green algae does not have any arrows pointing to it. So, the green algae is not an omnivore.\\nThe rotifer has an arrow pointing to it from the green algae, which is a producer. The rotifer also has an arrow pointing to it from the water flea, which is a consumer. The rotifer eats a producer and a consumer, so it is an omnivore. The answer is A.",
"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 an unspotted tail to offspring with a spotted tail? Choose the most likely ratio.\nOptions: (A) 4:0 (B) 0:4 (C) 1:3 (D) 3:1 (E) 2:2",
"assistant": "Answer: To determine how many boxes in the Punnett square represent offspring with an unspotted tail or a spotted tail, consider whether each phenotype is the dominant or recessive allele's version of the tail spots trait. The question tells you that the I allele, which is for a spotted tail, is dominant over the i allele, which is for an unspotted tail.\\nAn unspotted tail is the recessive allele's version of the tail spots trait. A guppy with the recessive version of the tail spots trait must have only recessive alleles for the tail spots gene. So, offspring with an unspotted tail must have the genotype ii.\\nThere are 0 boxes in the Punnett square with the genotype ii.\\nA spotted tail is the dominant allele's version of the tail spots trait. A guppy with the dominant version of the tail spots trait must have at least one dominant allele for the tail spots gene. So, offspring with a spotted tail must have the genotype II or Ii.\\nAll 4 boxes in the Punnett square have the genotype II or Ii.\\nSo, the expected ratio of offspring with an unspotted tail to offspring with a spotted tail is 0:4. This means that, based on the Punnett square, this cross will never produce offspring with an unspotted tail. Instead, this cross is expected to always produce offspring with a spotted tail. 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 Alana's experiment can best answer.\nOptions: (A) Are eggs more likely to float in fresh water or salty water? (B) Does the amount of water in a glass affect whether eggs sink or float in the water?",
"assistant": "Answer: 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 north?\nOptions: (A) North Carolina (B) Indiana (C) Florida (D) New York",
"assistant": "Answer: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. New York is farthest north. The answer is D.",
"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 A (C) Solution B",
"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 C.",
"source": "scienceqa"
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"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 tide pool ecosystems in Tongue Point Marine Life Sanctuary?\nOptions: (A) It has water that is poor in nutrients. It also has only a few types of organisms. (B) It has water that is rich in nutrients. It also has many different types of organisms.",
"assistant": "Answer: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Tongue Point Marine Life Sanctuary have water that is rich in nutrients. They also have many different types of organisms. The answer is B.",
"source": "scienceqa"
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"user": "Lecture: \nQuestion: What is the capital of North Carolina?\nOptions: (A) Charlotte (B) Raleigh (C) Frankfort (D) Jefferson City",
"assistant": "Answer: Raleigh is the capital of North Carolina. The answer is B.",
"source": "scienceqa"
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{
"user": "Lecture: \nQuestion: What is the capital of South Dakota?\nOptions: (A) Montpelier (B) Augusta (C) Sioux Falls (D) Pierre",
"assistant": "Answer: Pierre is the capital of South Dakota. The answer is D.",
"source": "scienceqa"
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"user": "Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nQuestion: Which is this organism's common name?\nOptions: (A) Canis lupus (B) gray wolf",
"assistant": "Answer: Canis lupus is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\\nCanis lupus is the organism's scientific name. So, you know that gray wolf is the common name. The answer is B.",
"source": "scienceqa"
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[
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"user": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nQuestion: Is aluminum foil a solid, a liquid, or a gas?\nOptions: (A) a liquid (B) a solid (C) a gas",
"assistant": "Answer: Aluminum foil is a solid that can be folded or torn. But if you fold a piece of aluminum foil, it will still have a size and shape of its own. If you tear a piece of aluminum foil into smaller pieces, each piece will still have a size and shape of its own. The answer is B.",
"source": "scienceqa"
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[
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"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 Tibetan Plateau ecosystem?\nOptions: (A) It has mostly small plants. It also has soil that is frozen year-round. (B) It has long, cold winters. It also has many evergreen trees.",
"assistant": "Answer: A tundra is a type of ecosystem. Tundras have the following features: long, cold winters and short, cold summers, soil that is frozen year-round, and mostly small plants. So, the Tibetan Plateau has mostly small plants. It also has soil that is frozen year-round. The answer is A.",
"source": "scienceqa"
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